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edition/
 Sharon A. Edwards is a clinical faculty member in the
Department of Teacher Education and Curriculum Stud-
ies in the College of Education at the University of Mas-
sachusetts Amherst. Retired from public school teaching,
she taught primary grades for 32 years at the Mark’s
Meadow Demonstration Laboratory School, a public lab-
oratory school in Amherst, Massachusetts. As a clinical
faculty member, she mentors undergraduate students and
graduate student interns in the early childhood teacher
education, constructivist teacher education, and second-
ary teacher education programs. Her course and workshop
presentations focus on children’s writing, reading, and math learning; curriculum devel-
opment; instructional methods; and diversity in education. She also codirects the Uni-
versity’s TEAMS Tutoring Project. In 1989, Sharon was the inaugural recipient of the
national Good Neighbor Award for Innovation and Excellence in Education given by the
State Farm Insurance Companies and the National Council of Teachers of English for her
work with young children’s writing. She received her doctor of education degree from
the University of Massachusetts Amherst in 1996. She is coauthor with Robert W. Maloy
of two other books: Ways of Writing with Young Kids and Kids Have All the Write Stuff.

Beverly Park Woolf is a research professor in the Department

of Computer Science at the University of Massachusetts
Amherst. She holds two doctoral degrees, one in computer
science and one in education. Her research focuses on building
intelligent tutoring systems to effectively train, explain, and
advise users. Extended multimedia capabilities are inte-
grated with knowledge about the user, domain, and dialogue
to produce real-time performance support and on-demand
advisory and tutoring systems. The tutoring systems use
intelligent interfaces, inferencing mechanisms, cognitive
models, and modifiable software to improve technology’s
communicative abilities. She is the author of Building Intelligent Interactive Tutors: Student-
Centered Strategies for Revolutionizing e-Learning.

vii
About the Authors  

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 Brief Contents
Part One: Inspiring Student Learning with Technology

1 Becoming a 21st Century Teacher 1

Learning Goal: Identifying strategies for becoming a 21st century technology-using teacher

2 Understanding Educational Technology Issues and Trends

Learning Goal: Reviewing key issues and trends in the field of educational technology
25

3 Transforming Learning with Unique, Powerful Technology 52

Learning Goal: Exploring ways technology can transform teaching and learning in schools while addressing
educational technology learning standards for students

4 Designing Lessons and Developing Curriculum with Technology 77

Learning Goal: Using technology to support teachers in planning, delivering, and evaluating learning experiences
for students

Part Two: Engaging Learners with Digital Tools

5 Teaching Information Literacy and Digital Citizenship 102

Learning Goal: Using the Internet to teach students how to research information and to become responsible digital
citizens

6 Fostering Online Learning with Educational Websites and Apps 130

Learning Goal: Using web-based information management tools, educational websites, digital content, and online
learning as teachers

7 Exploring Problem Solving with Software, Apps, and Games 157

Learning Goal: Using educational software, educational apps, web-based tools, and learning games to promote
problem solving and inquiry learning

8 Communicating and Collaborating with Social Media 184

Learning Goal: Using blogs, wikis, and other communication technologies to enhance learning through online
interaction and collaboration

9 Expressing Creativity with Multimedia Technologies 212

Learning Goal: Using presentation tools, digital video resources, and multimedia technologies to teach creativity to
students

10 Promoting Success for All Students through Technology 240

Learning Goal: Using assistive and digital technologies to differentiate instruction for all students, including culturally
and linguistically diverse learners, students with special educational needs, and young writers of all ages

11 Engaging Students in Performance Assessment and Reflective Learning 268

Learning Goal: Using digital portfolios, student participation systems, and other assessment technologies to involve
teachers and students in self-evaluation of their own learning

12 Integrating Technology and Creating Change as Teacher Leaders 294

Learning Goal: Developing effective strategies for successfully integrating technology and creating change
in schools

viii

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 Contents
Preface xv

Part One: Inspiring Student Learning with Technology

1 Becoming a 21st Century Teacher 1

Two New Teachers and Their Technologies 2 IN PRACTICE: 21st Century Literacies 16
A Career That Matters 3 Content, Technology, and Teaching 16
Teaching in a Digital Age 4 Your Must-Have Technologies for Teaching 17
TECH TOOL 1.1: Tablets, Smartphones, and Laptops 7 Building Your Professional Learning Network 19
Technology and the Work of a Teacher 8 Components of a Professional Learning Network 20
An iGeneration of Technology Users 11 Highly Interactive, Inquiry-Based Learning 21
Social Media, Mobile Phones, and Social Chapter Summary 22
Networking 11
Key Terms 23
TECH TOOL 1.2: Apps For Tablets and Phones 13
Building Your Professional Learning Network 23
Students, Families, and Technology 14
For Reflection and Discussion 24
Teaching 21st Century Learners Using 21st Century
Technologies 15

2 UIssues
nderstanding Educational Technology
and Trends 25
Three Future Teachers Discuss Technology 26 Methods for Teaching with Technology 39
Teachers and Technology 27 Your Teaching Philosophy 39
Responding to Innovation and Change 27 IN PRACTICE: Online Problem Solving 41
TECH TOOL 2.1: One-to-One and BYOD/T Initiatives 28 Flipped Classrooms 42
Groups of Technology Users 29 Mapping Instruction to the Common Core and
Technology Choices and Student Engagement 29 National Educational Technology Standards 43
Developing Lessons and Engaging Students 30 Students and Their Technologies 45
Using Technology to Enhance Teaching 31 Digital Natives and Digital Immigrants 45
Reading with E-books and E-readers 32 Learning with Technology 47
Barriers to Technology Use 34 TECH TOOL 2.2: Apps as Student Learning
Technologies 48
Lack of Access 34
Chapter Summary 49
Schedules, Skills, Support, and Other Obstacles 35
Digital Divides and Participation Gaps 35 Key Terms 50

Roles for Technology in Teaching 36 Building Your Professional Learning Network 51

Changing Teacher Attitudes toward Technology 36 For Reflection and Discussion 51

Critics of Technology in Schools 38

 ix

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 3 TPowerful
ransforming Learning with Unique,
Technology 52
A Parent–Teacher Conference 53 Seymour Papert’s Vision of Technology Learning
Thinking Critically and Solving Problems 54 Environments 66
Online Problem-Solving Environments 55 Redefining Creativity Using Digital Tools 67
The Role of Feedback 56 TECH TOOL 3.4: Web Resources and Apps for
Creativity 68
TECH TOOL 3.1: Web Resources and Apps for Critical
Thinking and Problem Solving 57 Becoming Digital Citizens 68
Developing New Literacies 58 Elements of Digital Citizenship 69
Information and Internet Literacy 58 Empowering Students to Use Technology Wisely 70
Media Literacy and Visual Learning 59 IN PRACTICE: Making Rules for Using Technology 71
TECH TOOL 3.2: Web Resources and Apps for Civic Engagement and Service Learning with
Developing Digital Literacies 61 Technology 72
Communicating and Collaborating 62 TECH TOOL 3.5: Web Resources and Apps for Digital
Citizenship 73
Active Learning 63
Chapter Summary 74
Groupwork and Cooperative Learning 63
Expressing Creativity 64 Key Terms 75

TECH TOOL 3.3: Web Resources and Apps for Building Your Professional Learning Network 75
Communication and Collaboration 65 For Reflection and Discussion 75

4 DCurriculum
esigning Lessons and Developing
with Technology 77
One New Teacher Plans Her Lessons 78 TECH TOOL 4.1: Web Resources and Apps for Lesson
Research on the Science of Learning 79 Planning 89
Constructivist Approaches to Learning 79 Understanding by Design 90

IN PRACTICE: Constructivist Teaching and Addressing Curriculum Frameworks and Common

Learning 80 Core Standards 91

Teacher-Centered and Student-Centered Assessing and Evaluating Student Learning 93

Approaches 82 Test Assessments 94
Instruction and Technology to Engage Students 83 Standards-Based Assessments 95
Lesson Development with Technology 85 Performance Assessments 95
Academic Content (What to Teach) 86 TECH TOOL 4.2: Web Resources and Apps for Student
Teaching Goals, Methods, and Procedures (How to Assessment 96
Teach) 87 Chapter Summary 99
Learning Assessments (Knowing What Students Have Key Terms 100
Learned) 87
Building Your Professional Learning Network 100
Lesson Development in Action: Two Science Lessons 88
For Reflection and Discussion 101
Approaches to Lesson Planning 88
Student Learning Objectives 88

x Contents

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 Part Two: Engaging Learners with Digital Tools

5 Tand
eaching Information Literacy
Digital Citizenship 102
A Library of Unimaginable Size 103 Criteria for Evaluating Web Resources 116
Learning about Literacy in a Digital Age 104 Using Technology as Digital Citizens 118
Becoming Digitally Literate 104 Copyright and Fair Use 118
Gaining Fluency with Technology 105 TECH TOOL 5.2: Public Domain Materials 120
Teaching Students about Searching the Web 106 Plagiarism and Cheating 121
Conducting Online Information Searches 107 Standing Up against Bullying and Cyberbullying 122
TECH TOOL 5.1: Note-Taking Tools and Apps 108 TECHNOLOGY TRANSFORMATION LESSON PLAN
Google Tools for Teachers and Students 109 From Text Sets to Media Sets: Researching Historical
Strategies for Conducting Effective Searches with Biographies Online 124
Students 110 Chapter Summary 127
Evaluating Online Information 112 Key Terms 128
Internet Information Challenges and Responses 112 Building Your Professional Learning Network 128
IN PRACTICE: Internet Research 113 For Reflection and Discussion 129
Wikipedia: An Online Encyclopedia 115

6 FWebsites
ostering Online Learning with Educational
and Apps 130
What a Student Teacher Discovers about the Online Learning and Virtual Schools 142
Internet 131 Debates over Virtual Schools 143
Managing Information with Technology 132 Massive Open Online Courses (MOOCs) 145
Bookmarking and Cloud Computing 133 Websites and Apps as Teaching Resources 145
TECH TOOL 6.1: Open Educational Resources 134 Types of Educational Websites 146
Social Bookmarking 135 Using Educational Websites and Apps
Information Alerts, E-newsletters, and RSS Feeds 135 Interactively 149
IN PRACTICE: Online Research and Social TECH TOOL 6.3: Exploratory Learning with Websites
Bookmarking 136 and Apps 150
TECH TOOL 6.2: Social Bookmarking Resources and TECHNOLOGY TRANSFORMATION LESSON PLAN
Apps 137 Weather Station WebQuest: Investigating Science
Organizing Web Resources to Meet Standards 138 Using Interactive Web Resources 152
Building a Standards Connector 138 Chapter Summary 155
Designing Successful WebQuests 139 Key Terms 155
Virtual Field Trips and Apps 140 Building Your Professional Learning Network 156
Video Calling and Interactive For Reflection and Discussion 156
Videoconferencing 141

xi
Contents  

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 7 Eand
xploring Problem Solving with Software, Apps,
Games 157
Rosie Rediscovers Math 158 Visual-Thinking and Concept-Mapping Resources 169
Problem Solving with Technology 159 Adapative and Intelligent Tutoring Systems 170
Teaching Problem Solving 159 Using Digital Games and Game-Based Learning 171
Computational Thinking and Coding for Students 160 Games in Schools 172
TECH TOOL 7.1: Programming Languages and Apps Serious Games, Simulations, and Virtual Reality/
for Learning to Code 162 Virtual Worlds 173
Choosing Software and Apps 163 IN PRACTICE: Games for Learning 174
Criteria for Selection and Evaluation 163 Evaluating Games for Learning 177
Software Selection Resources for Teachers 164 TECHNOLOGY TRANSFORMATION LESSON PLAN
TECH TOOL 7.2: Math Learning Games and Apps 165 Making and Reading Graphs: Exploring Math Using
Active Learning with Inquiry-Based Tools 166 Software and Apps 178
Composing and Calculating Software and Apps 167 Chapter Summary 181
Building, Inventing, and Exploring Software Key Terms 182
and Apps 167 Building Your Professional Learning Network 182
The Maker Movement and 3D Printing 169 For Reflection and Discussion 183

8 Cwith
ommunicating and Collaborating
Social Media 184
Microblogging Backchannels 185 Creating Your Own Teacher Blog 196
Digital Communications between Teachers and Design Decisions for Teacher Blogging 198
Students 186 Strategies for Moderating Online Discussions 199
Synchronous and Asynchronous Wikis for Collaborative Team-Based Learning 201
Communications 187
Building a Standards Wiki 203
Social Networking for Educators 187
Creating Wikitexts and WikiQuests 204
IN PRACTICE: Writing and Communicating with Social
Strategies for Using Wikis with Students 205
Media Technologies 188
TECHNOLOGY TRANSFORMATION LESSON PLAN
TECH TOOL 8.1: Twitter for Teachers 189
Blogging the News from Room 145: Reading and
Integrating Digital Communications into
Writing Using Web Communication Tools 207
Teaching 190
Chapter Summary 209
Using Email and Messaging as a Teacher 193
Understanding Textspeak and Textisms 194 Key Terms 210

Strategies for Using Email and Texting 194 Building Your Professional Learning Network 211

Blogs for Teachers and Students 195 For Reflection and Discussion 211

xii Contents

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 9 ETechnologies
xpressing Creativity with Multimedia
212
Lights, Camera, History 213 Strategies for Using Videos with Students 228
Multimedia Technologies in Schools Today 214 Photo Taking and Movie Making with Students 229
Multimodal Learning for Students 214 Photo Sharing with Students and Families 229
TECH TOOL 9.1: Digital Projectors, Document Literacy Learning with Photos and Digital
Cameras, and Projection Apps 215 Cameras 230
Minimal and Multimedia Classroom Technologies 216 Digital Video, Digital Storytelling, and Digital
PowerPoint and Next-Generation Presentation Tools 218 Art 231
Tufte’s Critique of PowerPoint 218 Strategies for Using Cameras and Filming
Videos 233
Next-Generation Tools 220
TECHNOLOGY TRANSFORMATION LESSON PLAN
Strategies for Designing Memorable Presentations 220
The Shortest Motion Picture You Can Make in Words:
Podcasts and Vodcasts as Tools for Teaching 222
Writing Poetry with Cameras, Smartphones, or
TECH TOOL 9.2: Podcasting for Educators 223 Tablets 235
Video in the Classroom 224 Chapter Summary 237
IN PRACTICE: Viewing Video Interactively 225
Key Terms 238
YouTube, Common Craft, and Streaming Video 226
Building Your Professional Learning Network 238
TECH TOOL 9.3: Streaming Video Resources for
For Reflection and Discussion 239
Teachers 227

10 Pthrough
romoting Success for All Students
Technology 240
A Teaching Dilemma 241 TECH TOOL 10.2: Assistive Technology Resources for
Technology for Teaching Diverse Students 242 Teachers 255
Multicultural Education in 21st Century Schools 242 Text-to-Speech Software and Apps 256
Using Technology with Linguistically Diverse Writing with Technology 257
Learners 244 Process Approaches to Writing 258
Language Learning with Spellers, Dictionaries, and Technology throughout the Writing Process 259
Word Clouds 246 IN PRACTICE: Apps for Writing 260
Differentiated Instruction and Universal Design TECHNOLOGY TRANSFORMATION LESSON PLAN
for Learning 248
Measuring Shadows: Differentiating Science Learning
Differentiated Instruction 249 Using Technology 262
TECH TOOL 10.1: Interactive Whiteboards 250 Chapter Summary 265
Universal Design for Learning 251
Key Terms 266
Types of Accommodations and Adaptations 251
Building Your Professional Learning Network 266
Uses of Assistive Technologies 254
For Reflection and Discussion 267
Speech-to-Text Software and Apps 254

Contents   xiii

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 11 EAssessment
ngaging Students in Performance
and Reflective Learning 268
A New Teacher Uses Digital Portfolios 269 Student Performance Rubrics 282
Assessment in Teaching and Learning 270 Student Participation Systems 284
Dimensions of Assessment 270 Changing the Classroom Experience 285
Test Assessments and Performance Evaluations 272 IN PRACTICE: Smartphones and Tablets for
Digital Teaching Portfolios 273 Assessment 286
Elements of Teacher Portfolios 273 Preparing for High-Stakes Tests 287
TECH TOOL 11.1: Digital Portfolio–Building Revealing Misconceptions 288
Resources 274 TECHNOLOGY TRANSFORMATION LESSON PLAN
Portfolios and Reflection 276 Encyclo-ME-dia: Documenting Student Learning
Involving Students in Learning and Assessment 276 Using Digital Portfolios 289
Democratic Schools and Self-Organized Learning Chapter Summary 291
Environments 277 Key Terms 292
Digital Portfolios for Students 279 Building Your Professional Learning Network 292
Online Surveys for Preassessment 280 For Reflection and Discussion 293
TECH TOOL 11.2: Survey and Poll Resources and
Apps 281

12 IChange
ntegrating Technology and Creating
as Teacher Leaders 294
New Teachers Use Technology 295 Mindtools and Learning with Technology 306
Technology Integration Stages and Issues 296 Flipped Learning in Student-Centered Classrooms 308
Inclusion and Infusion of Technology 296 IN PRACTICE: Tablet Integration 309
TECH TOOL 12.1: Tracking Technology Trends Online 297 Strategies for Integrating Technology for Change 310
Stages of Technology Integration 298 Becoming a Technology-Leading Teacher 312
Technology Integration Challenges 299 Writing Grants 312
Addressing Digital Inequalities and the Participation Working with Technology-Using Colleagues and
Gap 300 Organizations 313
A Digital Inequality Perspective 301 Earning Digital Badges 314
One-to-One Computing and Bring Your Own Device/ Celebrating Digital Learning Day 314
Technology Programs 302 Involving Students in Technology and Change 315
One/Two/Three Time 304 Developing a Technology-Leading Mind-set 315
Cooperative Learning and Groupwork 304 Chapter Summary 316
Interactive Digital Textbooks 305
Key Terms 317
Technology and Educational Change 305
Building Your Professional Learning Network 317
Technology and the Culture of Schools 306
For Reflection and Discussion 317

Glossary 319
References 326
Index 336

xiv Contents

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 Preface
Welcome to the third edition of Transforming Learning with New Technologies. We
have written this book to demonstrate the limitless ways teachers and students can use
desktops, laptops, smartphones, tablets, apps, interactive websites, learning games, ass-
sitive technologies, digital portfolios, and many more new and emerging technologies
to create highly interactive, inquiry-based teaching and learning experiences in K–12
schools.
Our goal is to help you transform classrooms into technology-infused places of learn-
ing where teachers and students are active educational partners, working together to use
and understand technology. Focusing on day-to-day realities of elementary and second-
ary schools, each chapter addresses the needs of future educators. We provide thought-
ful perspectives, instructional examples, descriptions of technology tools and apps, and
technology-integrated lesson plans from across the curriculum and for all grade levels
as starting points for new teachers to use in developing technology-based learning for
students.
As technology transforms every aspect of our lives and our society—from science,
medicine, and business to family, entertainment, and education—this third edition seeks
to support future teachers as they reenvision the roles of technology in schools. Our highly
technological, knowledge-based society demands that teachers and students possess new
knowledge and expanded talents to be successful in careers and life—what the Partnership
for 21st Century Skills calls the “3Rs and the 4Cs.” The 3Rs refer to academic curriculum
content, moving from the time-honored skills of reading, writing, and number operations
to include problem solving and inquiry learning in reading/language arts, mathematics, the
sciences, world languages, the arts, economics, geography, history, and government/civics.
The 4Cs are the talents of critical thinking, communication, collaboration, and creativity that
every teacher and student must have to understand and succeed in the world of today and
tomorrow.
Teaching and learning with the 3Rs and the 4Cs mean teachers prepare, deliver, and as-
sess lessons differently while students participate by thinking critically and creatively about
all learning they do and what technologies they use, transforming themselves from passive
consumers of information to active creators of knowledge and understanding.
Each of us—young and old, novice or experienced with technology—is living through
social, economic, and technological revolutions that are remaking every aspect of our lives,
including education. Learning about educational technology is the essential first step in
using it successfully both as a teacher and as a learner. Digital technologies affected and
directed by the creative ideas that you bring to the art and craft of teaching will continue
changing K–12 schools throughout your career. In that spirit, we invite you to join us in
exploring how new technologies create new opportunities to transform teaching and learn-
ing in schools.

New to This Edition

• The latest educational technology developments including 21st century learn-
ing, tablets and apps, flipped classrooms, computational thinking, learning to code, 3D
printing, microblogging, online learning, virtual schools, digital citizenship, and using
technology with culturally and linguistically diverse learners are featured throughout

 xv

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 and connected to each chapter’s learning goal and learning outcomes. The inclusion of
highly interactive tools and smartphone/tablet apps reflects the changing nature of tech-
nology from singular devices used by individuals to collaborative tools used by groups
and communities. All are presented in terms of their direct application to the work of
teachers and the learning of students.
• Chapter learning outcomes have been consolidated to reflect the evolving empha-
sis on social media, apps, online digital content, and new interactive tools for teach-
ing and learning. Each learning outcome corresponds to a section within the chapter,
arranged from the conceptual to the practical so readers receive an introduction to
concepts and learning goals and are then shown ways to implement them in school
classrooms.
• Overview charts highlight apps, tools, concepts and resources that ­appear in each
chapter.
• Updated explorations describe educational websites and software, learning
games, digital video, assistive technologies, student participation systems, technol-
ogy-based lesson design and assessment, and digital learning portfolios for teachers
and students.
• Digital Citizenship is updated in Chapters 3 and 5 with new material on Internet re-
search, web evaluation skills, digital ethics, plagiarism, cyberbullying, and civic engage-
ment by students.
• Educational change in schools is explored in Chapter 12 with strategies for inte-
grating technology in classrooms, addressing digital inequalities, and developing lead-
ership skills as technology-using educators.
• In Practice offers classroom-based examples of teachers and students using new tech-
nologies for classroom learning. Every In Practice showcases one of the key ideas or
technologies being discussed in the chapter by focusing on its practical applications in
K–12 schools.
• Building Your Professional Learning Network (PLN), a new end-of-chapter fea-
ture, provides readers with technology-learning activities to complete as they read
the book. These hands-on activities are designed to help readers develop a portfolio
of knowledge and skills to use when entering the teaching job market and throughout
their career. PLNs are an emerging concept in the field, for as technology educa-
tor Torrey Trust (2012, p. 133) noted: “PLNs connect teachers to other individuals
worldwide who can offer support, advice, feedback, and collaboration ­opportunities.
PLNs also allow teachers to collect information from various Websites and access
it in one organized area so they can efficiently stay up to date on the latest teaching
techniques, pedagogies, and changes in the field of education.” PLNs are introduced
in Chapter 1 and developed through activities at the end of each chapter throughout
the book.

e-Text Enhancements
This book is available as an enhanced* Pearson eText with the following features:
• Check Your Understanding Quizzes follow every major section and tie back to
a learning outcome in the e-text edition so readers can self-assess and improve their
understanding of the material in each section. Using a combination of multiple-choice

*These features are only available in the Pearson eText, available exclusively from www.pearsonhighered.com
/etextbooks or buy ordering the Pearson eText plus Loose-Leaf Version (isbn 0134020634) or the Pearson eText
Access Code Card (isbn 0134054946).

xvi Preface

A01_MALO0631_03_SE_FM_pi-xxii.indd 16 16/10/15 8:08 PM

 and short-answer/open-response questions, these quizzes enable readers to review and
clarify key ideas and information.
• Video Links, three to four per chapter, are included throughout the third edition show-
ing students, teachers, administrators and parents using new technologies in classrooms
and other educational settings. Each video has a guiding question that focuses or expands
chapter concepts to further enhance the e-book’s interactive learning experience. Look for
the play button in the margins to see where video is available in the Pearson eText.
• Growing and Leading with Technology Scenarios appear at the end of each
chapter in the Pearson e-text. Readers apply the ideas and technologies discussed in the
chapter to actual school-based learning challenges. After completing responses, readers
see authors’ feedback.

How This Book Is Organized

Each chapter is organized around specific learning goals designed to provide teachers and
students with information to create successful, technology-infused learning environments in
K–12 schools and classrooms.
• Chapter 1 introduces what it means to be a 21st century teacher who uses technology for
teaching and learning.
• Chapter 2 identifies issues, developments, and trends in the field of educational
technology.
• Chapter 3 discusses how technology can transform education by incorporating the ISTE
Learning Standards for Students and 21st Century Student Outcomes.
• Chapter 4 reviews learning theories and how teachers can incorporate technology into
lesson planning, classroom teaching, and student assessment.
• Chapter 5 examines information literacy and digital citizenship.
• Chapter 6 focuses on using educational websites, apps, and other online sources of digital
content in teaching and the growth and development of blended learning and virtual schools.
• Chapter 7 shows how teachers can develop students’ inquiry-learning and problem-solving
skills through using educational software, apps, and learning games.
• Chapter 8 explains how teachers and students can use communication technologies to
enhance collaboration, information sharing, and new learning.
• Chapter 9 explores multimedia technologies and their roles in promoting creativity
among students.
• Chapter 10 emphasizes the multiple ways that technology supports learning success for
all students, including culturally and linguistically diverse learners, through differenti-
ated instruction and universal design for learning.
• Chapter 11 demonstrates how teachers and students can be active participants in evalu-
ating and assessing their own growth as learners using technology.
• Chapter 12 discusses the issues and dynamics of integrating technology into teaching
while creating educational change in schools.

Preface   xvii

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 Additional Features
Chapter - Opening Pedagogy Each chapter begins with learning outcomes
connected to each major heading in the chapter. This establishes the framework
for what students should know and be able to do when they complete the chapter.
Following the learning outcomes is a graphic organizer outlining the chapter’s learning
goals; ISTE standards connections; and apps, tools, and resources. Learning goals offer
a guide for students’ reading and brief vignettes of real-life situations in schools that
introduce the chapter’s main theme.

End-of-Chapter Activities The following materials provide a thorough review of the

chapter and extend student thinking beyond the chapter focus:
• Chapter Summaries of the major ideas correspond to the learning outcomes found at
the beginning of the chapter.
• Key Terms list the important terminology found in the chapter. Terms are found in bold
within the chapter text and are defined in the glossary at the end of the book.
• For Reflection and Discussion offers end-of-the-chapter questions and exercises the
purpose of individual reflection, group dialogue, and personal writing to reinforce chapter
content and its learning goals.

ISTE Standards for Teachers and Students Issued by the International Society for
Technology in Education, the ISTE Standards for Teachers and Students (formerly called
NETS for Teachers and NETS for Students) describe and illustrate ways for teachers and
students to use technology to achieve learning goals and outcomes. Aligned closely with
the standards, the book supports ISTE’s broad vision of what can be done educationally and
instructionally with technology in school classrooms. Each chapter provides ways to use
interactive technologies to create new patterns of teaching and learning at every grade level.

T e ch To o ls Tech Tools Found in each chapter, these features profile

high-quality, easy-to-use, and easy-to-obtain digital tools,
1.1 Tablets, Smartphones, and Laptops 6.1 Open Educational Resources
1.2 Apps for Tablets and Phones 6.2 Social Bookmarking Resources and Apps tablet and phone apps, and web-based resources that will
2.1 One-to-One and BYOD/T Initiatives 6.3 Exploratory Learning with Websites and Apps
2.2 Apps as Student Learning Technologies 7.1 Programming Languages and Apps for Learning enhance your work as a teacher, both instructionally and
3.1 Web Resources and Apps for Critical Thinking to Code
and Problem Solving 7.2 Math Learning Games and Apps professionally. We describe each tool, how it can be used
3.2 Web Resources and Apps for Developing Digital 8.1 Twitter for Teachers
Literacies
3.3 Web Resources and Apps for Communication
9.1 Digital Projectors, Document Cameras, and
Projection Apps
educationally, and why it is important for learning. All of the
and Collaboration
3.4 Web Resources and Apps for Creativity
9.2 Podcasting for Educators
9.3 Streaming Video Resources for Teachers
Tech Tool resources have been class-tested by the authors and
3.5 Web Resources and Apps for Digital Citizenship
4.1 Web Resources and Apps for Lesson Planning
10.1 Interactive Whiteboards
10.2 Assistive Technology Resources for Teachers
students.
4.2 Web Resources and Apps for Student 11.1 Digital Portfolio–Building Resources
Assessment
11.2 Survey and Poll Resources and Apps
5.1 Note-Taking Tools and Apps
12.1 Tracking Technology Trends Online
5.2 Public Domain Materials

Digital Dialogs A boxed feature in each chapter

invites readers to use social media and in-class
conversations to explore issues raised throughout the
book. Brief questions focus attention on current thinking
and future plans. From their and other students’ written
reflections, readers learn ways to use new technologies
for teaching and learning.
Preface xvii

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xviii Preface

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 • Meaningful, age-appropriate characters who become learning companions for game
players
• Real-world settings that include complex puzzles to be solved during game play
• Opportunities for game players to interact with virtual characters as they play the
game
• Opportunities for replaying the game with different possible outcomes
• Interesting and engaging graphics and the capacity for game players to zoom in and out
of different game spaces
In short, students using digital games for learning have a dynamic experience where they
think creatively and critically while finding new and challenging experiences each time they
play the game.

to review what you have read in this section, click on Check your understanding 7.4.

Technology Transformation Lesson Plans Found at the

teChnOLOgy transfOrmatiOn LessOn pLan
end of Chapters 5–11, this feature shows teachers how to infuse
Making and Reading Graphs
Exploring Math Using Software and Apps technology in a substantive and meaningful way using a standard
Grade(s)

Subject(s)
Elementary and middle school

Mathematics
lesson plan template with objectives, methods, assessment
Key Goal/Enduring
Understanding
Students will understand how important information can be communicated to readers using the
visual properties of different types of graphs. strategies, national subject area curriculum standards, and the
Essential Question

Learning Standards
How are graphs used to best communicate particular types of information?

National Council of Teachers of Mathematics (NCTM): Principles and Standards for School
Mathematics
ISTE Standards for Students. Relating directly to the learning
Data Analysis and Probability
International Society for Technology in Education: ISTE Standards for Students
Standard 2: Communication and Collaboration
goals and new technologies featured in the chapter, each lesson
Standard 4: Critical Thinking, Problem Solving, and Decision Making
Standard 6: Technology Operations and Concepts plan offers “before-and-after” insights via a table that includes
178 PART 2 Engaging Learners with Digital Tools one column, “Minimal Technology” (the “before” mode),
describing how teachers might conduct a lesson without a
M07_MALO0631_03_SE_C07.indd 178 08/10/15 3:22 PM

significant role for technology and a second column, “Infusion

of Technology” (“after” mode), illustrating how technologies
can fundamentally enhance and transform learning for students
and teachers. The Technology Transformation Lesson Plans are
correlated to the ISTE Standards for Students.

Support Materials for Instructors

The following resources are available for instructors to download on www.pearsonhighered.
com/educators. Instructors enter the author or title of this book, select this particular edition of
the book, and then click on the “Resources” tab to log in and download textbook supplements.

Instructor’s Resource Manual and Test Bank (ISBN 0134044037)

The Instructor’s Resource Manual and Test Bank includes suggestions for learning activities,
additional Experiencing Firsthand exercises, supplementary lectures, case study analyses, dis-
cussion topics, group activities, and a robust collection of test items. Some items (lower-level
questions) simply ask students to identify or explain concepts and principles they have learned.
But many others (higher-level questions) ask students to apply those same concepts and princi-
ples to specific classroom situations—that is, to actual student behaviors and teaching strategies.

PowerPoint Slides (ISBN 0134044134)

The PowerPoint slides include key concept summarizations, diagrams, and other graphic
aids to enhance learning. They are designed to help students understand, organize, and re-
member core concepts and theories.

TestGen (ISBN 0134044118)

TestGen is a powerful test generator that instructors install on a computer and use in con-
junction with the TestGen testbank file for the text. You install TestGen on your personal
computer (Windows or Macintosh) and create your own tests for classroom testing and for
other specialized delivery options, such as over a local area network or on the web. A test
bank, which is also called a Test Item File (TIF), typically contains a large set of test items,
organized by chapter and ready for use in creating a test based on the associated textbook
material. Assessments may be created for both print and online testing.
The tests can be downloaded in the following formats:
TestGen Testbank file: PC
TestGen Testbank file: MAC
TestGen Testbank: Blackboard 9 TIF
TestGen Testbank: Blackboard CE/Vista (WebCT) TIF
Angel Test Bank (zip)
D2L Test Bank (zip)
Moodle Test Bank
Sakai Test Bank (zip)

Preface   xix

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 Acknowledgments
We were inspired to write Transforming Learning with New Technologies by collaborating
and learning with hundreds of teachers and students during the past 30 years of teaching at
the University of Massachusetts Amherst. Their drive to inspire, support, and engage stu-
dents motivates us to envision technology-infused schools where every learner can realize
her or his fullest potential.
We would like to thank specifically the following individuals whose ideas and insights con-
tributed to the three editions of this book: Lauren Morton, Irene LaRoche, Helen van Riel,
Jessica Charnley, Samantha Whitman, Joe Emery, Nikki Pullen, Sinead Meaney, Autumn
Higgins McGuffey, Katie Sassorossi, Allison Evans, Kerri-Lee Walker, Maris Joniec, Christina
Roy, Eric Ziemba, Joe Emery, Jennie Cullinane, Megan Strathern, David Marshall, Rebecca
Newman, Jay DeFuria, Sharon Horenstein, Samantha Semlitz, Elizabeth Rockett, Heather
Batchelor, Adam Waters, Kelley Brown, Lawrence O’Brien, Leah Mermelstein, Lois Cohen,
Sue Hunt Apteker, Matt Ganas, Dinah Mack, Val Babson, Erica Winter, Treacy Henry, Lily
Richards, Michelle Poirier, Therese Roberts, Hilary K, Smith, Tracy Creek, Ashley Fitzroy,
Randy Phillis, and Shawn Sheehan, Dorothy Myers, Roberta Casella, Diane Coburn and Betty
Tolppa. Thanks also to Stephen Cebik who wrote the PowerPoint supplements.
We want to express our gratitude to friends and colleagues for their support: Torrey
Trust, David Hart, Irving Seidman, Richard J. Clark, Tony Sindelar, Fred Zinn, Kate Strub-
Richards, Kathleen Gagne, Martha Ryan, Amy Ryan, Richard Rogers, Tim Sheehan, Julianne
Eagan, Andy Hamilton, Huihong Bao, Mei-Yau Shih, Dwight Allen, John Fischetti, Byrd L.
Jones, and Harvey J. Scribner.
As in any project, realizing this point would not have been possible without the assistance
of numerous individuals who helped sharpen the focus and improve the content of this edition.
We would like to thank the reviewers of previous editions: Agnes Helen Bellel, Alabama State
University; David Bullock, Portland State University; Craig Cunningham, National-Louis
University; Carrie Dale, Eastern Illinois University; Jane Eberle, Emporia State University;
Loretta Enlow, Indiana Wesleyan University; Sonja Heeter, Clarion University of Pennsylvania;
Barbara Jones, Golden West College; Bernadette Kelley, Florida A&M University; Valerie
Larsen, University of Virginia; Ashley Navarro, Seminole Community College; Robert Perkins,
College of Charleston; Andrew B. Polly, University of North Carolina-Charlotte; Ken Rushlow,
Middle Tennessee State University; Diana Santiago, Central New Mexico Community College;
Shannon Scanlon, Henry Ford Community College; Patricia Weaver, Fayetteville Technical
Community College; Pavlo D. Antonenko, Oklahoma State University; Tracey L. Sheetz Bartos,
Seton Hill University; Richard L. Holden, Mississippi University for Women; Carol L. Martin,
Harrisburg Area Community College; Inge Schmidt, Ursuline College; Rebecca Fredrickson,
Texas Woman’s University; Dr. Elisa Beth McNeill, Texas A & M University; Steven Smith,
Ed.D., Clayton State University; and Jeffrey S. Trotter, Anderson University.
A book project requires great patience and support from family members. We especially
want to thank Robert and Ruth O’Loughlin, Roy and Flora Edwards, Peg Maloy, Michael
and Mary Verock, Emily Verock, Zoe Lehtomaki, Joey Lehtomaki, Brian Edwards, Sam
Edwards, Christina Giliberti, Emily Cutting, Kyle Cutting, Ryan Cutting, Alexander Trostle,
and Sarah Trostle.
Finally, we thank our editors: Executive Editor, Meredith Fossel; Senior Develop-
ment Editor, Max Effenson Chuck; Project Manager, Karen Mason; Digital Studios Project
­Manager, Allison Longley; and Executive Marketing Managers, Krista Clark and Christo-
pher Barry. Their guidance and suggestions have crafted this edition into a form that conveys
our vision.

xx Preface

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 Transforming Learning
with New Technologies

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 1 Becoming a 21st
Century Teacher

Chapter Overview
Chapter 1 introduces readers to skills, talents, and
technologies that 21st century teachers will need
to create interactive and engaging learning
experiences for students. The chapter opens
with an overview of technology’s role in the
work of teachers as well as its place in the
lives of today’s iGeneration of students and
their families. Technological Pedagogical
Content Knowledge (TPACK) is explained
as a frame for how new teachers can
go about integrating technology into
teaching and learning. The final section
of the chapter introduces the concept of
a professional learning network (PLN) as a
framework for new teachers to continually
extend and document what they know
and are able to do as technology-using
educators.
Using technology to transform learning for
students is one of the expectations for teachers
found in the ISTE Standard for Teachers 5 as well
as the Partnership for 21st Century Skills. The ISTE
Standards and 21st Century Skills also state that every
teacher needs to be involved in continual professional
development and growth.
Robotics ChinaFotoPress/Newscom
© Newscom

Learning Outcomes
After reading this chapter, you will be able to:

1 Discuss ways teachers use technology in their work as educators.

2 Describe how computers, the Internet, social media, and other new technologies are
affecting students and families.
3 Explain how new teachers and students can use 21st century technologies to learn
21st century skills.
4 Organize a professional learning network (PLN) as a technology-using educator.

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 Chapter Learning Goal Connecting to the ISTE Standards Apps, Tools, and Resources
Identifying strategies for becoming ISTE Standards for Teachers • Laptops
a 21st century technology-using 5 Engage in Professional Growth and • Tablets
teacher Leadership • Smartphones
• Apps
ISTE Standards for Students • Social media
6 Technology Operations and Concepts • Professional learning network
(PLN)
• Highly interactive, inquiry-based
learning

Two New Teachers and Their Technologies

Hilary always wanted to be a teacher. From grade school on, historical museums and organizations. Anthony’s homework
she imagined herself teaching when she grew up. She came for introductory chemistry and biology courses was online,
from a family of teachers; her father taught and coached at including weekly learning modules and quizzes. All parts of
a local high school, and her older sister was a speech ther- their college education were digital—registering for classes,
apist in a nearby elementary school district. Hilary enjoyed accessing assignments, submitting course papers, and
school immensely, easily mastering the skills of reading, writ- receiving grades online.
ing, achieving high grades, and playing sports. Going to col- Technology entered their professional learning when
lege was always in her plans, and when she arrived at her they began taking teacher education classes. Hilary cre-
four-year school, she majored in history and education. ated a social bookmarking account to collect and use web
Anthony never thought he would become a teacher. As resources relating to different periods of history. Anthony,
a young student, he did not enjoy school. Reading, writing, having decided to become an elementary school science
and math did not come easily to him. He excelled in sports teacher, began cataloging online simulations and games
more than academics, but the necessity of earning money for students to use with inquiry-based lessons. In an educa-
working part-time jobs left no time for him to pursue his desire tion class, Hilary collaborated on the development of a wiki
to be a college football player. Becoming a teacher was the that connected teaching resources to the state’s history cur-
furthest thing from Anthony’s mind when he graduated from riculum framework. For an assignment, Anthony created his
high school and enrolled in a local community college as a own website to showcase his educational accomplishments:
part-time student. Gradually earning the credits he needed his philosophy of teaching, personal research about green
to transfer to a four-year school, he decided to major in sci- energy resources and urban gardens, and his lesson plans
ence, his area of academic interest. for different grade levels. Hilary used student participation
Like many of their peers, Hilary and Anthony were eager systems with handheld clickers to promote student engage-
technology users. Neither went anywhere without their smart- ment with learning. Anthony filmed videos of science in the
phones. Both enjoyed watching YouTube videos and down- real world on his smartphone and edited them to become
loading music on their handheld devices. While each had part of classroom presentations.
email accounts, texting was their preferred mode of com- By the time Hilary and Anthony entered student teach-
munication with friends. Watching television, playing video ing, they were both regularly integrating technology into
games, utilizing the web for shopping, banking online, and all aspects of their professional work. Seeing the effects of
viewing movies were also important parts of their media lives. technology on their own learning, they wanted to use these
In college, they found new technologies were important tools to provide students with similar experiences. They were
features of their academic classes, much more integrated continually curious about technology, interested in what new
than the PowerPoint presentations and videos utilized in their developments might affect teaching and learning in schools,
public school classes. As a history major, Hilary accessed and aware that digital tools had become a permanent fea-
online primary sources, digital maps, and websites from ture of their work as teachers.

2 PART 1 Inspiring Student Learning with Technology

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Discovering Diverse Content Through
Random Scribd Documents
After that there was peace in the house, and with it the child grew.
During the next months they ignored his peculiarities. When they
found him hanging outside his crib, they put him back gently. When
he smashed the crib, they discussed a better place for him to
repose. No hysteria, no conflict. When, in the early spring, young
Hugo began to recognize them and to assert his feelings, they
rejoiced as all parents rejoice.
When he managed to vault the sill of the second-story window by
some antic contortion of his limbs, they dismissed the episode. Mrs.
Danner had been baking. She heard the child's voice and it seemed
to come from the yard. Startled, incredulous, she rushed upstairs.
Hugo was not in his room. His wail drifted through the window. She
looked out. He was lying in the yard, fifteen feet below. She rushed
to his side. He had not been hurt.
Danner made a pen of the iron heads and feet of two old beds. He
wired them together. The baby was kept in the inclosure thus
formed. The days warmed and lengthened. No one except the
Danners knew of the prodigy harboured by their unostentatious
house. But the secret was certain to leak out eventually.
Mrs. Nolan, the next-door neighbour, was first to learn it. She had
called on Mrs. Danner to borrow a cup of sugar. The call, naturally,
included a discussion of various domestic matters and a visit to the
baby. She voiced a question that had occupied her mind for some
time.
"Why do you keep the child in that iron thing? Aren't you afraid it
will hurt itself?"
"Oh, no."
Mrs. Nolan viewed young Hugo. He was lying on a large pillow.
Presently he rolled off its surface. "Active youngster, isn't he?"
"Very," Mrs. Danner said, nervously.
Hugo, as if he understood and desired to demonstrate, seized a
corner of the pillow and flung it from him. It traversed a long arc
and landed on the floor. Mrs. Nolan was startled. "Goodness! I never
saw a child his age that could do that!"
"No. Let's go downstairs. I want to show you some tidies I'm
making."
Mrs. Nolan paid no attention. She put the pillow back in the pen and
watched while Hugo tossed it out. "There's something funny about
that. It isn't normal. Have you seen a doctor?"
Mrs. Danner fidgeted. "Oh, yes. Little Hugo's healthy."
Little Hugo grasped the iron wall of his miniature prison. He pulled
himself toward it. His skirt caught in the floor. He pulled harder. The
pen moved toward him. A high soprano came from Mrs. Nolan. "He's
moved it! I don't think I could move it myself! I tell you, I'm going to
ask the doctor to examine him. You shouldn't let a child be like that."
Mrs. Danner, filled with consternation, sought refuge in
prevarication. "Nonsense," she said as calmly as she could. "All we
Douglases are like that. Strong children. I had a grandfather who
could lift a cider keg when he was five—two hundred pounds and
more. Hugo just takes after him, that's all."
Mrs. Nolan was annoyed. Partly because she was jealous of Hugo's
prowess—her own children had been feeble and dull. Partly because
she was frightened—no matter how strong a person became, a baby
had no right to be so powerful. Partly because she sensed that Mrs.
Danner was not telling the whole truth. She suspected that the
Danners had found a new way to raise children. "Well," she said, "all
I have to say is that it'll damage him. It'll strain his little heart. It'll
do him a lot of harm. If I had a child like that, I'd tie it up most of
the time for the first few years."
"Kate," Mrs. Danner said unpleasantly, "I believe you would."
Mrs. Nolan shrugged. "Well—I'm glad none of my children are
freaks, anyhow."
"I'll get your sugar."
In the afternoon the minister called. He talked of the church and the
town until he felt his preamble adequate. "I was wondering why you
didn't bring your child to be baptized, Mrs. Danner. And why you
couldn't come to church, now that it is old enough?"
"Well," she replied carefully, "the child is rather—irritable. And we
thought we'd prefer to have it baptized at home."
"It's irregular."
"We'd prefer it."
"Very well. I'm afraid—" he smiled—"that you're a little—ah—
unfamiliar with the upbringing of children. Natural—in the case of
the first-born. Quite natural. But—ah—I met Mrs. Nolan to-day. Quite
by accident. And she said that you kept the child—ah—in an iron
pen. It seemed unnecessarily cruel to me—"
"Did it?" Mrs. Danner's jaw set squarely.
But the minister was not to be turned aside lightly. "I'm afraid, if it's
true, that we—the church—will have to do something about it. You
can't let the little fellow grow up surrounded by iron walls. It will
surely point him toward the prison. Little minds are tender and—ah
—impressionable."
"We've had a crib and two pens of wood," Mrs. Danner answered
tartly. "He smashed them all."
"Ah? So?" Lifted eyebrows. "Temper, eh? He should be punished.
Punishment is the only mould for unruly children."
"You'd punish a six-months-old baby?"
"Why—certainly. I've reared seven by the rod."
"Well—" a blazing maternal instinct made her feel vicious. "Well—you
won't raise mine by a rod. Or touch it—by a mile. Here's your hat,
parson." Mrs. Danner spent the next hour in prayer.
The village is known for the speed of its gossip and the sloth of its
intelligence. Those two factors explain the conditions which preluded
and surrounded the dawn of consciousness in young Hugo. Mrs.
Danner's extemporaneous fabrication of a sturdy ancestral line kept
the more supernatural elements of the baby's prowess from the
public eye. It became rapidly and generally understood that the
Danner infant was abnormal and that the treatment to which it was
submitted was not usual. At the same time neither the gossips of
Indian Creek nor the slightly more sage professors of the college
exercised the wit necessary to realize that, however strong young
Hugo might become, it was neither right nor just that his cradle days
be augurs of that eventual estate. On the face of it the argument
seemed logical. If Mrs. Danner's forbears had been men of peculiar
might, her child might well be able to chin itself at three weeks and
it might easily be necessary to confine it in a metal pen, however
inhumane the process appeared.
Hugo was sheltered, and his early antics, peculiar and startling as
they were to his parents, escaped public attention. The little current
of talk about him was kept alive only because there was so small an
array of topics for the local burghers. But it was not extraordinarily
malicious. Months piled up. A year passed and then another.
Hugo was a good-natured, usually sober, and very sensitive child.
Abednego Danner's fear that his process might have created
muscular strength at the expense of reason diminished and vanished
as Hugo learned to walk and to talk, and as he grasped the
rudiments of human behaviour. His high little voice was heard in the
house and about its lawns.
They began to condition him. Throughout his later life there lingered
in his mind a memory of the barriers erected by his family. He was
told not to throw his pillow, when words meant nothing to him. Soon
after that, he was told not to throw anything. When he could walk,
he was forbidden to jump. His jumps were shocking to see, even at
the age of two and a half. He was carefully instructed on his
behaviour out of doors. No move of his was to indicate his difference
from the ordinary child.
He was taught kindness and respect for people and property. His
every destructive impulse was carefully curbed. That training was
possible only because he was sensitive and naturally susceptible to
advice. Punishment had no physical terror for him, because he could
not feel it. But disfavour, anger, vexation, or disappointment in
another person reflected itself in him at once.
When he was four and a half, his mother sent him to Sunday school.
He was enrolled in a class that sat near her own, so she was able to
keep a careful eye on him. But Hugo did not misbehave. It was his
first contact with a group of children, his first view of the larger
cosmos. He sat quietly with his hands folded, as he had been told to
sit. He listened to the teacher's stories of Jesus with excited interest.
On his third Sunday he heard one of the children whisper: "Here
comes the strong boy."
He turned quickly, his cheeks red. "I'm not. I'm not."
"Yes, you are. Mother said so."
Hugo struggled with the two hymn books on the table. "I can't even
lift these books," he lied.
The other child was impressed and tried to explain the situation
later, taking the cause of Hugo's weakness against the charge of
strength. But the accusation rankled in Hugo's young mind. He hated
to be different—and he was beginning to realize that he was
different.
From his earliest day that longing occupied him. He sought to hide
his strength. He hated to think that other people were talking about
him. The distinction he enjoyed was odious to him because it
aroused unpleasant emotions in other people. He could not realize
that those emotions sprang from personal and group jealousy, from
the hatred of superiority.
His mother, ever zealous to direct her son in the path of
righteousness, talked to him often about his strength and how great
it would become and what great and good deeds he could do with it.
Those lectures on virtuous crusades had two uses: they helped
check any impulses in her son which she felt would be harmful to
her and they helped her to become used to the abnormality in little
Hugo. In her mind, it was like telling a hunchback that his hump was
a blessing disguised. Hugo was always aware of the fact that her
words connoted some latent evil in his nature.
The motif grew in Mrs. Danner's thoughts until she sought a definite
outlet for it. One day she led her child to a keg filled with sand. "All
of us," she said to her son, "have to carry a burden through life. One
of your burdens will be your strength. But that might can make
right. See that little keg?"
"Mmmmm."
"That keg is temptation. Can you say it?"
"Temshun."
"Every day in your life you must bear temptation and throw it from
you. Can you bear it?"
"Huh?"
"Can you pick up that keg, Hugo?"
He lifted it in his chubby arms. "Now take it to the barn and back,"
his mother directed. Manfully he walked with the keg to the barn
and back. He felt a little silly and resentful. "Now—throw temptation
as far away from you as you can."
Mrs. Danner gasped. The distance he threw the keg was frightening.
"You musn't throw it so far, Hugo," she said, forgetting her allegory
for an instant.
"You said as far as I can. I can throw it farther, too, if I wanna."
"No. Just throw it a little way. When you throw it far, it doesn't look
right. Now—fill it up with sand, and we'll do it over."
Hugo was perplexed. A vague wish to weep occupied him as he filled
the keg. The lesson was repeated. Mrs. Danner had excellent
Sunday-school instincts, even if she had no real comprehension of
ethics. Some days later the burden of temptation was exhibited, in
all its dramatic passages, to Mrs. Nolan and another lady. Again
Hugo was resentful and again he felt absurd. When he threw the
keg, it broke.
"My!" Mrs. Nolan said in a startled tone.
"How awful!" the other woman murmured. "And he's just a child."
That made Hugo suddenly angry and he jumped. The woman
screamed. Mrs. Nolan ran to tell whomever she could find. Mrs.
Danner whipped her son and he cried softly.
Abednego Danner left the discipline of his son to his wife. He
watched the child almost furtively. When Hugo was five, Mr. Danner
taught him to read. It was a laborious process and required an entire
winter. But Hugo emerged with a new world open to him—a world
which he attacked with interest. No one bothered him when he read.
He could be found often on sunny days, when other children were
playing, prone on the floor, puzzling out sentences in the books of
the family library and trying to catch their significance. During his
fifth year he was not allowed to play with other children. The
neighbourhood insisted on that.
With the busybodyness and contrariness of their kind the same
neighbours insisted that Hugo be sent to school in the following fall.
When, on the opening day, he did not appear, the truant officer
called for him. Hugo heard the conversation between the officer and
his mother. He was frightened. He vowed to himself that his
abnormality should be hidden deeply.
After that he was dropped into that microcosm of human life to
which so little attention is paid by adults. School frightened and
excited Hugo. For one thing, there were girls in school—and Hugo
knew nothing about them except that they were different from
himself. There were teachers—and they made one work, whether
one wished to work or not. They represented power, as a jailer
represents power. The children feared teachers. Hugo feared them.
But the lesson of Hugo's first six years was fairly well planted. He
blushingly ignored the direct questions of those children whom his
fame had reached. He gave no reason to anyone for suspecting him
of abnormality. He became so familiar to his comrades that their
curiosity gradually vanished. He would not play games with them—
his mother had forbidden that. But he talked to them and was as
friendly as they allowed him to be. His sensitiveness and fear of
ridicule made him a voracious student. He liked books. He liked to
know things and to learn them.
Thus, bound by the conditionings of his babyhood, he reached the
spring of his first year in school without accident. Such tranquillity
could not long endure. The day which his mother had dreaded
ultimately arrived. A lanky farmer's son, older than the other children
in the first grade, chose a particularly quiet and balmy recess period
to plague little Hugo. The farmer's boy was, because of his size, the
bully and the leader of all the other boys. He had not troubled
himself to resent Hugo's exclusiveness or Hugo's reputation until
that morning when he found himself without occupation. Hugo was
sitting in the sun, his dark eyes staring a little sadly over the
laughing, rioting children.
The boy approached him. "Hello, strong man." He was shrewd
enough to make his voice so loud as to be generally audible. Hugo
looked both harmless and slightly pathetic.
"I'm not a strong man."
"Course you're not. But everybody thinks you are—except me. I'm
not afraid of you."
"I don't want you to be afraid of me. I'm not afraid of you, either."
"Oh, you aren't, huh? Look." He touched Hugo's chest with his
finger, and when Hugo looked down, the boy lifted his finger into
Hugo's face.
"Go away and let me alone."
The tormentor laughed. "Ever see a fish this long?"
His hands indicated a small fish. Involuntarily Hugo looked at them.
The hands flew apart and slapped him smartly. Several of the
children had stopped their play to watch. The first insult made them
giggle. The second brought a titter from Anna Blake, and Hugo
noticed that. Anna Blake was a little girl with curly golden hair and
blue eyes. Secretly Hugo admired her and was drawn to her. When
she laughed, he felt a dismal loneliness, a sudden desertion. The
farmer's boy pressed the occasion his meanness had made.
"I'll bet you ain't even strong enough to fight little Charlie Todd.
Commere, Charlie."
"I am," Hugo replied with slow dignity.
"You're a sissy. You're a-scared to play with us."
The ring around Hugo had grown. He felt a tangible ridicule in it. He
knew what it was to hate. Still, his inhibitions, his control, held him
in check. "Go away," he said, "or I'll hurt you."
The farmer's boy picked up a stick and put it on his shoulder. "Knock
that off, then, strong man."
Hugo knew the dare and its significance. With a gentle gesture he
brushed the stick away. Then the other struck. At the same time he
kicked Hugo's shins. There was no sense of pain with the kick. Hugo
saw it as if it had happened to another person. The school-yard
tensed with expectation. But the accounts of what followed were
garbled. The farmer's boy fell on his face as if by an invisible agency.
Then his body was lifted in the air. The children had an awful picture
of Hugo standing for a second with the writhing form of his attacker
above his head. Then he flung it aside, over the circle that
surrounded him, and the body fell with a thud. It lay without
moving. Hugo began to whimper pitifully.
That was Hugo's first fight. He had defended himself, and it made
him ashamed. He thought he had killed the other boy. Sickening
dread filled him. He hurried to his side and shook him, calling his
name. The other boy came to. His arm was broken and his sides
were purpling where Hugo had seized him. There was terror in his
eyes when he saw Hugo's face above him, and he screamed shrilly
for help. The teacher came. She sent Hugo to the blacksmith to be
whipped.
That, in itself, was a stroke of genius. The blacksmith whipped
grown boys in the high school for their misdeeds. To send a six-year-
old child was crushing. But Hugo had risen above the standards set
by his society. He had been superior to it for a moment, and society
hated him for it. His teacher hated him because she feared him.
Mothers of children, learning about the episode, collected to discuss
it in high-pitched, hateful voices. Hugo was enveloped in hate. And,
as the lash of the smith fell on his small frame, he felt the depths of
misery. He was a strong man. There was damnation in his veins.
The minister came and prayed over him. The doctor was sent for
and examined him. Frantic busybodies suggested that things be
done to weaken him—what things, they did not say. And Hugo,
suffering bitterly, saw that if he had beaten the farmer's boy in fair
combat, he would have been a hero. It was the scale of his triumph
that made it dreadful. He did not realize then that if he had been so
minded, he could have turned on the blacksmith and whipped him,
he could have broken the neck of the doctor, he could have run
raging through the town and escaped unscathed. His might was a
secret from himself. He knew it only as a curse, like a disease or a
blemish.
During the ensuing four or five years Hugo's peculiar trait asserted
itself but once. It was a year after his fight with the bully. He had
been isolated socially. Even Anna Blake did not dare to tease him
any longer. Shunned and wretched, he built a world of young
dreams and confections and lived in it with whatever comfort it
afforded.
One warm afternoon in a smoky Indian summer he walked home
from school, spinning a top as he walked, stopping every few yards
to pick it up and to let its eccentric momentum die on the palm of
his hand. His pace thereby was made very slow and he calculated it
to bring him to his home in time for supper and no sooner, because,
despite his vigour, chores were as odious to him as to any other boy.
A wagon drawn by two horses rolled toward him. It was a heavy
wagon, piled high with grain-sacks, and a man sat on its rear end,
his legs dangling.
As the wagon reached Hugo, it jolted over a rut. There was a
grinding rip and a crash. Hugo pocketed his top and looked. The
man sitting on the back had been pinned beneath the rear axle, and
the load held him there. As Hugo saw his predicament, the man
screamed in agony. Hugo's blood chilled. He stood transfixed. A man
jumped out of a buggy. A Negro ran from a yard. Two women
hurried from the spot. In an instant there were six or seven men
around the broken wagon. A sound of pain issued from the mouth of
the impaled man. The knot of figures bent at the sides of the cart
and tried to lift. "Have to get a jack," Hugo heard them say.
Hugo wound up his string and put it beside his top. He walked
mechanically into the road. He looked at the legs of the man on the
ground. They were oozing blood where the backboard rested on
them. The men gathered there were lifting again, without result.
Hugo caught the side and bent his small shoulders. With all his
might he pulled up. The wagon was jerked into the air. They pulled
out the injured man. Hugo lowered the wagon slowly.
For a moment no attention was paid to him. He waited pridefully for
the recognition he had earned. He dug in the dirt with the side of his
shoe. A man with a mole on his nose observed him. "Funny how that
kid's strength was just enough to turn the balance."
Hugo smiled. "I'm pretty strong," he admitted.
Another man saw him. "Get out of here," he said sharply. "This is no
place for a kid."
"But I was the one—"
"I said beat it. And I meant beat it. Go home to your ma."
Slowly the light went from Hugo's eyes. They did not know—they
could not know. He had lifted more than two tons. And the men
stood now, waiting for the doctor, telling each other how strong they
were when the instant of need came.
"Go on, kid. Run along. I'll smack you."
Hugo went. He forgot to spin his top. He stumbled a little as he
walked.
 IV
Days, months, years. They had forgotten that Hugo was different.
Almost, for a while, he had forgotten it himself. He was popular in
school. He fostered the unexpressed theory that his strength had
been a phenomenon of his childhood—one that diminished as he
grew older. Then, at ten, it called to him for exercise.
Each day he rose with a feeling of insufficiency. Each night he retired
unrequited. He read. Poe, the Bible, Scott, Thackeray, Swift, Defoe—
all the books he could find. He thrilled with every syllable of
adventure. His imagination swelled. But that was not sufficient. He
yearned as a New England boy yearns before he runs away to sea.
At ten he was a stalwart and handsome lad. His brow was high and
surmounted by his peculiarly black hair. His eyes were wide apart,
inky, unfathomable. He carried himself with the grace of an athlete.
He studied hard and he worked hard for his parents, taking care of a
cow and chickens, of a stable and a large lawn, of flowers and a
vegetable garden.
Then one day he went by himself to walk in the mountains. He had
not been allowed to go into the mountains alone. A Wanderlust that
came half from himself and half from his books led his feet along a
narrow, leafy trail into the forest depths. Hugo lay down and listened
to the birds in the bushes, to the music of a brook, and to the sound
of the wind. He wanted to be free and brave and great. By and by
he stood up and walked again.
An easy exhilaration filled his veins. His pace increased. "I wonder,"
he thought, "how fast I can run, how far I can jump." He quickened
his stride. In a moment he found that the turns in the trail were too
frequent for him to see his course. He ran ahead, realizing that he
was moving at an abnormal pace. Then he turned, gathered himself,
and jumped carefully. He was astonished when he vaulted above the
green covering of the trail. He came down heavily. He stood in his
tracks, tingling.
"Nobody can do that, not even an acrobat," he whispered. Again he
tried, jumping straight up. He rose fully forty feet in the air.
"Good Jesus!" he exulted. In those lonely, incredible moments Hugo
found himself. There in the forest, beyond the eye of man, he
learned that he was superhuman. It was a rapturous discovery. He
knew at that hour that his strength was not a curse. He had inklings
of his invulnerability.
He ran. He shot up the steep trail like an express train, at a rate that
would have been measured in miles to the hour rather than yards to
the minute. Tireless blood poured through his veins. Green streaked
at his sides. In a short time he came to the end of the trail. He
plunged on, careless of obstacles that would have stopped an
ordinary mortal. From trunk to trunk he leaped a burned stretch. He
flung himself from a high rock. He sped like a shadow across a pine-
carpeted knoll. He gained the bare rocks of the first mountain, and
in the open, where the horror of no eye would tether his strength,
he moved in flying bounds to its summit.
Hugo stood there, panting. Below him was the world. A little world.
He laughed. His dreams had been broken open. His depression was
relieved. But he would never let them know—he, Hugo, the giant.
Except, perhaps, his father. He lifted his arms—to thank God, to jeer
at the world. Hugo was happy.
He went home wondering. He was very hungry—hungrier than he
had ever been—and his parents watched him eat with hidden
glances. Samson had eaten thus, as if his stomach were bottomless
and his food digested instantly to make room for more. And, as he
ate, Hugo tried to open a conversation that would lead to a
confession to his father. But it seemed impossible.
Hugo liked his father. He saw how his mother dominated the little
professor, how she seemed to have crushed and bewildered him
until his mind was unfocused from its present. He could not love his
mother because of that. He did not reason that her religion had
made her blind and selfish, but he felt her blindness and the many
cloaks that protected her and her interests. He held her in respect
and he obeyed her. But often and wistfully he had tried to talk to his
father, to make friends with him, to make himself felt as a person.
Abednego Danner's mind was buried in the work he had done. His
son was a foreign person for whom he felt a perplexed sympathy. It
is significant that he had never talked to Hugo about Hugo's
prowess. The ten-year-old boy had not wished to discuss it. Now,
however, realizing its extent, he felt he must go to his father. After
dinner he said: "Dad, let's you and me take a walk."
Mrs. Danner's protective impulses functioned automatically. "Not to-
night. I won't have it."
"But, mother—"
Danner guessed the reason for that walk. He said to his wife with
rare firmness: "If the boy wants to walk with me, we're going."
After supper they went out. Mrs. Danner felt that she had been shut
out of her own son's world. And she realized that he was growing
up.
Danner and his son strolled along the leafy street. They talked about
his work in school. His father seemed to Hugo more human than he
had ever been. He even ventured the first step toward other
conversation. "Well, son, what is it?"
Hugo caught his breath. "Well—I kind of thought I ought to tell you.
You see—this afternoon—well—you know I've always been a sort of
strong kid—"
Danner trembled. "I know—"
"And you haven't said much about it to me. Except to be gentle—"
"That's so. You must remember it."
"Well—I don't have to be gentle with myself, do I? When I'm alone—
like in the woods, that is?"
The older one pondered. "You mean—you like to—ah—let yourself
out—when you're alone?"
"That's what I mean." The usual constraint between them had
receded. Hugo was grateful for his father's help. "You see, dad, I—
well—I went walkin' to-day—and I—I kind of tried myself out."
Danner answered in breathless eagerness: "And?"
"Well—I'm not just a strong kid, dad. I don't know what's the matter
with me. It seems I'm not like other kids at all. I guess it's been
gettin' worse all these years since I was a baby."
"Worse?"
"I mean—I been gettin' stronger. An' now it seems like I'm about—
well—I don't like to boast—but it seems like I'm about the strongest
man in the world. When I try it, it seems like there isn't any stopping
me. I can go on—far as I like. Runnin'. Jumpin'." His confession had
commenced in detail. Hugo warmed to it. "I can do things, dad. It
kind of scares me. I can jump higher'n a house. I can run faster'n a
train. I can pull up big trees an' push 'em over."
"I see." Danner's spine tingled. He worshipped his son then.
"Suppose you show me."
Hugo looked up and down the street. There was no one in sight. The
evening was still duskily lighted by afterglow. "Look out then. I'm
gonna jump."
Mr. Danner saw his son crouch. But he jumped so quickly that he
vanished. Four seconds elapsed. He landed where he had stood.
"See, dad?"
"Do it again."
On the second trial the professor's eyes followed the soaring form.
And he realized the magnitude of the thing he had wrought.
"Did you see me?"
Danner nodded. "I saw you, son."
"Kind of funny, isn't it?"
"Let's talk some more." There was a pause. "Do you realize, son,
that no one else on earth can do what you just did?"
"Yeah. I guess not."
Danner hesitated. "It's a glorious thing. And dangerous."
"Yeah."
The professor tried to simplify the biology of his discovery. He
perceived that it was going to involve him in the mysteries of sex. He
knew that to unfold them to a child was considered immoral. But
Danner was far, far beyond his epoch. He put his hand on Hugo's
shoulder. And Hugo set off the process.
"Dad, how come I'm—like this?"
"I'll tell you. It's a long story and a lot for a boy your age to know.
First, what do you know about—well—about how you were born?"
Hugo reddened. "I—I guess I know quite a bit. The kids in school
are always talkin' about it. And I've read some. We're born like—well
—like the kittens were born last year."
"That's right." Banner knitted his brow. He began to explain the
details of conception as it occurs in man—the biology of ova and
spermatazoa, the differences between the anatomy of the sexes,
and the reasons for those differences. He drew, first, a botanical
analogy. Hugo listened intently. "I knew most of that. I've seen—
girls."
"What?"
"Some of them—after school—let you."
Danner was surprised, and at the same time he was amused. He
had forgotten the details of his young investigation. They are blotted
out of the minds of most adults—to the great advantage of dignity.
He did not show his amusement or his surprise.
"Girls like that," he answered, "aren't very nice. They haven't much
modesty. It's rather indecent, because sex is a personal thing and
something you ought to keep for the one you're very fond of. You'll
understand that better when you're older. But what I was going to
tell you is this. When you were little more than a mass of plasm
inside your mother, I put a medicine in her blood that I had
discovered. I did it with a hypodermic needle. That medicine
changed you. It altered the structure of your bones and muscles and
nerves and your blood. It made you into a different tissue from the
weak fibre of ordinary people. Then—when you were born—you
were strong. Did you ever watch an ant carry many times its weight?
Or see a grasshopper jump fifty times its length? The insects have
better muscles and nerves than we have. And I improved your body
till it was relatively that strong. Can you understand that?"
"Sure. I'm like a man made out of iron instead of meat."
"That's it, Hugo. And, as you grow up, you've got to remember that.
You're not an ordinary human being. When people find that out,
they'll—they'll—"
"They'll hate me?"
"Because they fear you. So you see, you've got to be good and kind
and considerate—to justify all that strength. Some day you'll find a
use for it—a big, noble use—and then you can make it work and be
proud of it. Until that day, you have to be humble like all the rest of
us. You mustn't show off or do cheap tricks. Then you'd just be a
clown. Wait your time, son, and you'll be glad of it. And—another
thing—train your temper. You must never lose it. You can see what
would happen if you did? Understand?"
"I guess I do. It's hard work—doin' all that."
"The stronger, the greater, you are, the harder life is for you. And
you're the strongest of them all, Hugo."
The heart of the ten-year-old boy burned and vibrated. "And what
about God?" he asked.
Danner looked into the darkened sky. "I don't know much about
Him," he sighed.
Such was the soundest counsel that Hugo was given during his
youth. Because it came to him accompanied by unadulterated truths
that he was able to recognize, it exerted a profound effect on him. It
is surprising that his father was the one to give it. Nevertheless,
Professor Danner was the only person in all of Indian Creek who had
sufficient imagination to perceive his son's problems and to reckon
with them in any practical sense.
Hugo was eighteen before he gave any other indication of his
strength save in that fantastic and Gargantuan play which he
permitted himself. Even his play was intruded upon by the small-
minded and curious world before he had found the completeness of
its pleasure. Then Hugo fell into his coma.
Hugo went back to the deep forest to think things over and to
become acquainted with his powers. At first, under full pressure of
his sinews, he was clumsy and inaccurate. He learned deftness by
trial and error. One day he found a huge pit in the tangled
wilderness. It had been an open mine long years before. Sitting on
its brink, staring into its pool of verdure, dreaming, he conceived a
manner of entertainment suitable for his powers.
He jumped over its craggy edge and walked to its centre. There he
selected a high place, and with his hands he cleared away the
growth that covered it. Next he laid the foundations of a fort, over
which he was to watch the fastnesses for imaginary enemies. The
foundations were made of boulders. Some he carried and some he
rolled from the floor of the man-made canyon. By the end of the
afternoon he had laid out a square wall of rock some three feet in
height. On the next day he added to it until the four walls reached
as high as he could stretch. He left space for one door and he made
a single window. He roofed the walls with the trunks of trees and he
erected a turret over the door.
For days the creation was his delight. After school he sped to it. Until
dark he strained and struggled with bare rocks. When it was
finished, it was an edifice that would have withstood artillery fire
creditably. Then Hugo experimented with catapults, but he found no
engine that could hurl the rocks he used for ammunition as far as his
arms. He cached his treasures in his fortress—an old axe, the
scabbard of a sword, tops and marbles, two cans of beans for
emergency rations—and he made a flag of blue and white cloth for
himself.
Then he played in it. He pretended that Indians were stalking him.
An imaginary head would appear at the rim of the pit. Hugo would
see it through a chink. Swish! Crash! A puff of dust would show
where rock met rock—with the attacker's head between. At times he
would be stormed on all sides. To get the effect he would leap the
canyon and hurl boulders on his own fort. Then he would return and
defend it.
It was after such a strenuous sally and while he was waiting in high
excitement for the enemy to reappear that Professors Whitaker and
Smith from the college stumbled on his stronghold. They were
walking together through the forest, bent on scaling the mountain to
make certain observations of an ancient cirque that was formed by
the seventh great glacier. As they walked, they debated matters of
strata curvature. Suddenly Whitaker gripped Smith's arm. "Look!"
They stared through the trees and over the lip of Hugo's mine. Their
eyes bulged as they observed the size and weight of the fortress.
"Moonshiners," Smith whispered.
"Rubbish. Moonshiners don't build like that. It's a second
Stonehenge. An Indian relic."
"But there's a sign of fresh work around it."
Whitaker observed the newly turned earth and the freshly bared
rock. "Perhaps—perhaps, professor, we've fallen upon something big.
A lost race of Indian engineers. A branch of the Incas—or—"
"Maybe they'll be hostile."
The men edged forward. And at the moment they reached the edge
of the pit, Hugo emerged from his fort. He saw the men with sudden
fear. He tried to hide.
"Hey!" they said. He did not move, but he heard them scrambling
slowly toward the spot where he lay.
"Dressed in civilized clothes," the first professor said in a loud voice
as his eye located Hugo in the underbrush. "Hey!"
Hugo showed himself. "What?"
"Who are you?"
"Hugo Danner."
"Oh—old Danner's boy, eh?"
Hugo did not like the tone in which they referred to his father. He
made no reply.
"Can you tell us anything about these ruins?"
"What ruins?"
They pointed to his fort. Hugo was hurt. "Those aren't ruins. I built
that fort. It's to fight Indians in."
The pair ignored his answer and started toward the fort. Hugo did
not protest. They surveyed its weighty walls and its relatively new
roof.
"Looks recent," Smith said.
"This child has evidently renovated it. But it must have stood here
for thousands of years."
"It didn't. I made it—mostly last week."
They noticed him again. Whitaker simpered. "Don't lie, young man."
Hugo was sad. "I'm not lying. I made it. You see—I'm strong." It
was as if he had pronounced his own damnation.
"Tut, tut." Smith interrupted his survey. "Did you find it?"
"I built it."
"I said"—the professor spoke with increasing annoyance—"I said not
to tell me stories any longer. It's important, young man, that we
know just how you found this dolmen and in what condition."
"It isn't a dolly—whatever you said—it's a fort and I built it and I'm
not lying."
The professor, in the interests of science, made a grave mistake. He
seized Hugo by the arms and shook him. "Now, see here, young
man, I'll have no more of your impertinent lip. Tell me just what
you've done to harm this noble monument to another race, or, I
swear, I'll slap you properly." The professor had no children. He
tried, at the same time, another tack, which insulted Hugo further.
"If you do, I'll give you a penny—to keep."
Hugo wrenched himself free with an ease that startled Smith. His
face was dark, almost black. He spoke slowly, as if he was trying to
piece words into sense. "You—both of you—you go away from here
and leave me or I'll break your two rotten old necks."
Whitaker moved toward him, and Smith interceded. "We better leave
him—and come back later." He was still frightened by the strength in
Hugo's arms. "The child is mad. He may have hydrophobia. He might
bite." The men moved away hastily. Hugo watched them climb the
wall. When they reached the top, he called gently. They wheeled.
And Hugo, sobbing, tears streaming from his face, leaped into his
fort. Rocks vomited themselves from it—huge rocks that no man
could budge. Walls toppled and crashed. The men began to move.
Hugo looked up. He chose a stone that weighed more than a
hundred pounds.
"Hey!" he said. "I'm not a liar!" The rock arched through the air and
Professors Whitaker and Smith escaped death by a scant margin.
Hugo lay in the wreck of the first thing his hands had built, and
wept.
After a little while he sprang to his feet and chased the retreating
professors. When he suddenly appeared in front of them, they were
stricken dumb. "Don't tell any one about that or about me," he said.
"If you do—I'll break down your house just like I broke mine. Don't
even tell my family. They know it, anyhow."
He leaped. Toward them—over them. The forest hid him. Whitaker
wiped clammy perspiration from his brow. "What was it, Smith?"
"A demon. We can't mention it," he repeated, thinking of the
warning. "We can't speak of it anyway. They'll never believe us."
 V
Extremely dark of hair, of eyes and skin, moderately tall, and shaped
with that compact, breath-taking symmetry that the male figure
sometimes assumes, a brilliantly devised, aggressive head topping
his broad shoulders, graceful, a man vehemently alive, a man with
the promise of a young God. Hugo at eighteen. His emotions ran
through his eyes like hot steel in a dark mould. People avoided those
eyes; they contained a statement from which ordinary souls shrank.
His skin glowed and sweated into a shiny red-brown. His voice was
deep and alluring. During twelve long and fierce years he had fought
to know and control himself. Indian Creek had forgotten the terrible
child.
Hugo's life at that time revolved less about himself than it had
during his first years. That was both natural and fortunate. If his
classmates in school and the older people of the town had not
discounted his early physical precocity, even his splendid vitality
might not have been sufficient to prevent him from becoming moody
and melancholy.
But when with the passage of time he tossed no more bullies,
carried no more barrels of temptation, built no more fortresses, and
grew so handsome that the matrons of Indian Creek as well as the
adolescent girls in high school followed him with wayward glances,
when the men found him a gay and comprehending companion for
any sport or adventure, when his teachers observed that his
intelligence was often embarrassingly acute, when he played on
three teams and was elected an officer in his classes each year, then
that half of Hugo which was purely mundane and human dominated
him and made him happy.
His adolescence, his emotions, were no different from those of any
young man of his age and character. If his ultimate ambitions
followed another trajectory, he postponed the evidence of it. Hugo
was in love with Anna Blake, the girl who had attracted him when he
was six. The residents of Indian Creek knew it. Her family received
his calls with the winking tolerance which the middle class grants to
young passion. And she was warm and tender and flirtatious and shy
according to the policies that she had learned from custom.
The active part of Hugo did not doubt that he would marry her after
he had graduated from the college in Indian Creek, that they would
settle somewhere near by, and that they would raise a number of
children. His subconscious thoughts made reservations that he, in
moments when he was intimate with himself, would admit frankly. It
made him a little ashamed of himself to see that on one night he
would sit with Anna and kiss her ardently until his body ached, and
on another he would deliberately plan to desert her. His idealism at
that time was very great and untried and it did not occur to him that
all men are so deliberately calculating in the love they disguise as
absolute.
Anna had grown into a very attractive woman. Her figure was
rounded and tall. Her hair was darker than the waxy curls of her
childhood, and a vital gleam had come into it. Her eyes were still as
blue and her voice, shorn of its faltering youngness, was sweet and
clear. She was undoubtedly the prettiest girl in high school and the
logical sweet-heart for Hugo Danner. A flower ready to be plucked,
at eighteen.
When Hugo reached his senior year, that readiness became almost
an impatience. Girls married at an early age in Indian Creek. She
looked down the corridor of time during which he would be in
college, she felt the pressure of his still slumbering passion, and she
sensed his superiority over most of the town boys. Only a very
narrow critic would call her resultant tactics dishonourable. They
were too intensely human and too clearly born of social and
biological necessity.
She had let him kiss her when they were sixteen. And afterwards,
before she went to sleep, she sighed rapturously at the memory of
his warm, firm lips, his strong, rough arms. Hugo had gone home
through the dizzily spinning dusk, through the wind-strummed trees
and the fragrant fields, his breath deep in his chest, his eyes hot and
somewhat understanding.
Gradually Anna increased that license. She knew and she did not
know what she was doing. She played a long game in which she
said: "If our love is consummated too soon, the social loss will be
balanced by a speedier marriage, because Hugo is honourable; but
that will never happen." Two years after that first kiss, when they
were floating on the narrow river in a canoe, Hugo unfastened her
blouse and exposed the creamy beauty of her bosom to the soft
moonlight and she did not protest. That night he nearly possessed
her, and after that night he learned through her unspoken,
voluptuous suggestion all the technique of love-making this side of
consummation.
When, finally, he called one night at her house and found that she
was alone and that her parents and her brother would not return
until the next day, they looked at each other with a shining
agreement. He turned the lights out and they sat on the couch in
the darkness, listening to the passing of people on the sidewalk
outside. He undressed her. He whispered halting, passionate
phrases. He asked her if she was afraid and let himself be laughed
away from his own conscience. Then he took her and loved her.
Afterwards, going home again in the gloom of late night, he looked
up at the stars and they stood still. He realized that a certain path of
life had been followed to its conclusion. He felt initiated into the
adult world. And it had been so simple, so natural, so sweet.... He
threw a great stone into the river and laughed and walked on, after
a while.
Through the summer that followed, Hugo and Anna ran the course
of their affair. They loved each other violently and incessantly and
with no other evil consequence than to invite the open "humphs" of
village gossips and to involve him in several serious talks with her
father. Their courtship was given the benefit of conventional doubt,
however, and their innocence was hotly if covertly protested by the
Blakes. Mrs. Danner coldly ignored every fragment of insinuation.
She hoped that Hugo and Anna would announce their engagement
and she hinted that hope. Hugo himself was excited and absorbed.
Occasionally he thought he was sterile, with an inclination to be
pleased rather than concerned if it was true.
He added tenderness to his characteristics. And he loved Anna too
much. Toward the end of that summer she lost weight and became
irritable. They quarrelled once and then again. The criteria for his
physical conduct being vague in his mind, Hugo could not gauge it
correctly. And he did not realize that the very ardour of his relation
with her was abnormal. Her family decided to send her away,
believing the opposite of the truth responsible for her nervousness
and weakness. A week before she left, Hugo himself tired of his
excesses.
One evening, dressing for a last passionate rendezvous, he looked in
his mirror as he tied his scarf and saw that he was frowning.
Studying the frown, he perceived with a shock what made it. He did
not want to see Anna, to take her out, to kiss and rumple and clasp
her, to return thinking of her, feeling her, sweet and smelling like her.
It annoyed him. It bored him. He went through it uneasily and
quarrelled again. Two days later she departed.
He acted his loss well and she did not show her relief until she sat
on the train, tired, shattered, and uninterested in Hugo and in life.
Then she cried. But Hugo was through. They exchanged insincere
letters. He looked forward to college in the fall. Then he received a
letter from Anna saying that she was going to marry a man she had
met and known for three weeks. It was a broken, gasping,
apologetic letter. Every one was outraged at Anna and astounded
that Hugo bore the shock so courageously.
The upshot of that summer was to fill his mind with fetid memories,
which abated slowly, to make him disgusted with himself and tired of
Indian Creek. He decided to go to a different college, one far away
from the scene of his painful youth and his disillusioned maturity. He
chose Webster University because of the greatness of its name. If
Abednego Danner was hurt at his son's defection from his own
college, he said nothing. And Mrs. Danner, grown more silent and
reserved, yielded to her son's unexpected decision.
Hugo packed his bags one September afternoon, with a feeling of
dreaminess. He bade farewell to his family. He boarded the train. His
mind was opaque. The spark burning in it was one of dawning
adventure buried in a mass of detail. He had never been far from his
native soil. Now he was going to see cities and people who were
almost foreign, in the sophisticated East. But all he could dwell on
was a swift cinema of a defeated little boy, a strong man who could
never be strong, a surfeited love, a truant and dimly comprehensible
blonde girl, a muddy street and a red station, a clapboard house, a
sonorous church with hushed puppets in the pews, fudge parties,
boats on the little river, cold winter, and ice over the mountains, and
a fortress where once upon a time he had felt mightier than the
universe.
 VI
The short branch line to which Hugo changed brought him to the
fringe of the campus. The cars were full of boys, so many of them
that he was embarrassed. They all appeared to know each other,
and no one spoke to him. His dreams on the train were culminated.
He had decided to become a great athlete. With his mind's eye, he
played the football he would play—and the baseball. Ninety-yard
runs, homers hit over the fence into oblivion. Seeing the boys and
feeling their lack of notice of him redoubled the force of that
decision. Then he stepped on to the station platform and stood
facing the campus. He could not escape a rush of reverence and of
awe; it was so wide, so green and beautiful. Far away towered the
giant arches of the stadium. Near by were the sharp Gothic points of
the chapel and the graduate college. Between them a score or more
of buildings rambled in and out through the trees.
"Hey!"
Hugo turned a little self-consciously. A youth in a white shirt and
white trousers was beckoning to him. "Freshman, aren't you?"
"Yes. My name's Danner. Hugo Danner."
"I'm Lefty Foresman. Chuck!" A second student separated himself
from the bustle of baggage and young men. "Here's a freshman."
Hugo waited with some embarrassment. He wondered why they
wanted a freshman. Lefty introduced Chuck and then said: "Are you
strong, freshman?"
For an instant he was stunned. Had they heard, guessed? Then he
realized it was impossible. They wanted him to work. They were
going to haze him. "Sure," he said.
"Then get this trunk and I'll show you where to take it."
Hugo was handed a baggage check. He found the official and
located the trunk. Tentatively he tested its weight, as if he were a
normally husky youth about to undertake its transportation. He felt
pleased that his strength was going to be tried so accidentally and in
such short order. Lefty and Chuck heaved the trunk on his back.
"Can you carry it?" they asked.
"Sure."
"Don't be too sure. It's a long way."
Peering from beneath the trunk under which he bent with a fair
assumption of human weakness, Hugo had his first close glimpse of
Webster. They passed under a huge arch and down a street lined
with elms. Students were everywhere, carrying books and furniture,
moving in wheelbarrows and moving by means of the backs of other
freshmen. The two who led him were talking and he listened as he
plodded.
"Saw Marcia just before I left the lake—took her out one night—and
got all over the place with her—and then came down—she's coming
to the first prom with me—and Marj to the second—got to get some
beer in—we'll buzz out and see if old Snorenson has made any wine
this summer. Hello, Eddie—glad to see you back—I've elected the
dean's physics, though, God knows, I'll never get a first in them and
I need it for a key. That damn Frosh we picked up sure must have
been a porter—hey, freshmen! Want a rest?"
"No, thanks."
"Went down to the field this afternoon—looks all right to me. The
team, that is. Billings is going to quarter it now—and me after that—
hope to Christ I make it—they're going to have Scapper and Dwan
back at Yale and we've got a lot of work to do. Frosh! You don't
need to drag that all the way in one yank. Put it down, will you?"
"I'm not tired. I don't need a rest."
"Well, you know best—but you ought to be tired. I would. Where do
you come from?"
"Colorado."
"Huh! People go to Colorado. Never heard of any one coming from
there before. Whereabouts?"
"Indian Creek."
"Oh." There was a pause. "You aren't an Indian, are you?" It was
asked bluntly.
"Scotch Presbyterian for twenty generations."
"Well, when you get through here, you'll be full of Scotch and
emptied of the Presbyterianism. Put the trunk down."
Their talk of women, of classes, of football, excited Hugo. He was
not quite as amazed to find that Lefty Foresman was one of the
candidates for the football team as he might have been later when
he knew how many students attended the university and how few,
relatively, were athletes. He decided at once that he liked Lefty. The
sophistication of his talk was unfamiliar to Hugo; much of it he could
not understand and only guessed. He wanted Lefty to notice him.
When he was told to put the trunk down, he did not obey. Instead,
with precision and ease, he swung it up on his shoulder, held it with
one hand and said in an unflustered tone: "I'm not tired, honestly.
Where do we go from here?"
"Great howling Jesus!" Lefty said, "what have we here? Hey! Put
that trunk down." There was excitement in his voice. "Say, guy, do
that again."
Hugo did it. Lefty squeezed his biceps and grew pale. Those muscles
in action lost their feel of flesh and became like stone. Lefty said:
"Say, boy, can you play football?"
"Sure," Hugo said.
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