Solution Manual for Lifetime Physical Fitness and Wellness A Personalized Program 14th Edition Hoeger Fawson 1305638026 9781305638020
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CHAPTER 2 BEHAVIOR MODIFICATION
“To reach a goal you have never before attained, you must do something you have never before done ” –Richard Scott
OBJECTIVES
▪ Learn the effects of environment on human behavior
▪ Understand obstacles that hinder the ability to change behavior.
▪ Explain the concepts of motivation and locus of control.
▪ Identify the stages of change.
▪ Describe the processes of change.
▪ Explain techniques that will facilitate the process of change.
▪ Describe the role of SMART goal setting in the process of change.
▪ Be able to write specific objectives for behavioral change.
MINDTAP
Ask your students to visit MindTap to:
• Prepare for a healthy change in their lifestyle.
• Check their understanding of the chapter material by taking the chapter 2 pre-test and post-test
• Watch the chapter 2 video and take the quiz.
Answers to the video quiz:
1 b
2. e
3. system for getting everything done
FREQUENTLY ASKED QUESTIONS
Why is it so hard to change? Our behaviors follow core values that do not promote the change, and we tend to be pessimistic about successful change.
What triggers the desire to change? The motivation to change usually comes from an internal emotion that puts (a change in) core values into motion. Often, discomfort is a great motivator. Relationshipsaffect motivation to change.
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REAL LIFE STORY
Sharon’s initiation into, and lifetime with, jogging.
EXPANDED CHAPTER OUTLINE
I. Introduction
A. Convincing research results of the value of physical activity and healthy lifestyle are not enough to bring healthy lifestyle practices into action.
1 Nearly all Americans accept that exercise is beneficial and should be part of their lives.
2. New and returning exercisers are at risk for early dropout (Figure 2.1).
B. The individual must first take a critical look at personal behaviors and lifestyle with an open mind to change
II LIVING IN A TOXIC HEALTH AND FITNESS ENVIRONMENT
A. The environment influences our behaviors, personal lifestyle, and health each day.
1. Influences come from family, friends, peers, schools, workplaces, television, radio, and movies.
B. EnvironmentalInfluences on Physical Activity
1 To be considered active, health experts recommend the equivalent of five to six miles of walking (10,000–12,000steps) each day
2 Modern-day conveniencesare reducing daily caloric output.
C EnvironmentalInfluenceon Diet and Nutrition
1. Caloric intake is on the rise.
a. The United States Department of Agriculture states that the American food supply contains a surplus of 500 calories per day, per person
b The 20-year trend of additional daily calories: Men consume an additional 170 calories, and women consume an additional 335 calories.
2 Weight gain is accepted because everyone is doing it.
a. Habits are difficult to change.
b. Acquiring positive behaviors that will lead to better health and well-being is a long-term process and requires continual effort.
III. VALUES AND BEHAVIOR
A. Values influence what we do
B. They are the core beliefs and ideals that people have.
C. Values are established through experience and learning (Figure 2.2).
D. Also learned through examples and role models.
IV. YOUR BRAIN AND YOUR HABITS
A. Habits are usually based on rewards
1 The corpus striatum of the brain is activated by events that are rewarding, exciting, unexpected, and intense as well as by the associated cues from the environment.
2 Dopamine is abundant in the corpus striatum and is involved in forming habitual responses to these stimuli.
B. Steps to change unwantedbehaviors that have become habitual:
1 Recognize that there are biological processes that lead to behavioral habits
2. Change values, whether through education or environmentalcues.
3. Consciously prepare to eliminate the unwanted habit.
4 Repeat the new behavior under similar circumstances
5. Prepare a response when stress triggers old bad habits.
V. WILLPOWER
A. Self-restraint against impulses can be built, like a muscle, if built slowly and gradually.
B Willpower is a limited daily resource highestin the morning and depleted as we use it throughout the day
C. Willpower reserve can be increased through exercise, balanced nutrition, a good night’s sleep, and quality time spent with important people in your life
VI. BARRIERS TO CHANGE
A. The most common reasons people make unhealthy choices are:
1 Lack of core values
2 Procrastination
3. Preconditionedcultural beliefs.
4 Gratification
5 Risk complacency
6 Complexity
7 Indifference and helplessness.
8. Rationalization.
9 Illusions of invincibility
10 Overplanning
B The sooner a healthy lifestyle program is implemented,the greater the health benefits and quality of life ahead
Critical Thinking: What barriers to exercise do you encounter most frequently? How about barriers that keep you from managing your daily caloric intake?
VII SELF-EFFICACY
A. Self-efficacy is the belief in one’s own ability to perform a given task. It is at the heart of behavioral change
B. Sources of self-efficacy include mastery experiences, vicarious experiences, verbal persuasion, and physiological cues.
VIII MOTIVATIONAND LOCUS OF CONTROL
A. Motivation is the drive that dictates human behavior
B. Locus of control is the extent to which individuals believe they can influence the external environment.
1 Internal locus of control results when individuals believe they have control over events in life
2 External locus of control results when individuals do not believe their behavior will alter events in life; rather, events happen by chance or by some other external reason
C Three major impediments to improving internal locus of control
1. Problems of competence.
2 Problems of confidence
3. Problems of motivation.
IX. CHANGING BEHAVIOR (Behavior Modification Box: Steps for Successful Behavior Modification)
A. The first step in behavior change is to recognize there is a problem Behavior change categories include:
1. Stopping a negative behavior.
2 Preventing relapse of a negative behavior
3. Developing a positive behavior.
4 Strengtheninga positive behavior
5 Maintaining a positive behavior
B. The two-stage model is the simplest behavior change model.
1 The change is made, or the change is not made.
2. Individuals might lack the knowledge of how to make the change.
C Behavior Change Theories
1 Learning Theories
a. Most behaviors are learned and reinforced with multiple “small” cues.
b. Change can occur if a few of the cues are modified a little at a time.
2 Problem-SolvingModel
a. Behaviors result from decisions made.
b Change can occur if the individual understands why a different decision is desired and then has analyzed how to make the change.
3. Social Cognitive Theory
a. Behaviors result from an interaction between the environment, the individual’s self-efficacy (a person’s belief in the ability to perform the task at hand), and the characteristicsof the behavior
b. Change can occur if the individual creates a reinforcing environment that encourages a new behavior This can be done by raising self-efficacy, understanding how to change the specific behavior, and participating in a world that approves of this behavior
4. Relapse Prevention Model
a. Change in behavior can be predicted and prevented
b High-risk situations can be identified and plans developed to prevent lapses and relapses.
5 Humanistic Theory of Change
a. The aim is to be self-actualized:being independent, creative, able to set goals, and accepting of self
b Motivation for change comes from the hierarchy of needs to find approval, recognition, achievement, and fulfillment of potential.
6 TranstheoreticalModel
a. Change in behavior is successfully willed through a predictable series of stages and processes.
b Progress can be identified by what stage and processes the individual is experiencing.
c. The TranstheoreticalModel illustrates six stages of change that usually occur in a successfully willed process of behavior change (Figure 2.3 and Activity 2 2)
i. Stage 1: Precontemplation-The status of not considering or unwilling to change
ii. Stage 2: Contemplation- Acknowledgmentthat a behavior change is needed in the next six months
iii. Stage 3: Preparation - Seriously considering and planning behavior change in the next month.
iv. Stage 4: Action - Following the prescriptionfor change.
v Stage 5: Maintenance - The behavior change is continued for up to five years.
vi. Stage 6: Termination/Adoption- Maintaining the change for more than five years.
vii. Relapse - To slip into unhealthy behavior or to regress in the stages of the TranstheoreticalModel (Figure 2.5).
X. THE PROCESS OF CHANGE
A. The TranstheoreticalModel also includes processes of change that typically occur within each stage of change (Table 2.1).
B Consciousness-Raising
1 Behavior modification is the process to permanently change negative behaviors in favor of positive behaviors that will lead to better health and well-being
2. Defined: Obtaining information as a first step in behavior modification.
3 The individual may remain unaware or underaware that change is needed
C Social Liberation
1 Defined: Societal examples of behavioral problems and solutions
2. Examples: Pedestrian walks for safety, no-smoking areas, civic organizations, and selfhelp groups.
D. Self-Analysis
1 Defined: A decisive desire to change an identified behavior
2 Results from a pro–con list showing how benefits outweigh costs
E Emotional Arousal
1 Defined: Experiencing and expressing feelings about the problem
2. Results from outcome dramatizationsor real-life observations of other people in similar circumstances
F. Positive Outlook
1 Defined: Taking an optimistic approach to change by believing in self
2 Results from personal experience and focusing on benefits of change
G. Commitment
1. Defined: Accepting the responsibility to change.
2 Goals and plans of action are identified
3. Accountabilityis established to reinforce resolve to change.
H. Mindfulness
1 Defined: Being aware of thoughts and choices is a powerful tool.
2. A common technique of mindfulness is referred to as “urge surfing,” which directs the person to notice the urge, pay attention to the way the urge feels as it builds, and then simply continue noticing it as the urge subsides.
I Behavior Analysis
1 Defined: Studying actual behaviors that should change and how they interact with circumstancesor other behaviors
J Goals
2 Examples: Finding out what foods consumed are high fat or logging the day to determine when uncontrolledeating occurs.
1. Defined: Verbalizing specific outcomes and action plans.
2 Deadlines, measurement of behavior, and evaluation procedures are outlined
K. Self-Reevaluation
1 Defined: Rechecking resolve to change.
2 Pros and cons are rewritten and feelings are analyzed
L Countering
1. Defined: Substituting healthy behaviors for a problem behavior.
2 Example: Exercise instead of sedentary living, smoking, stress, or overeating
M Monitoring
1 Defined: Record-keepingor other observation discipline to increase awareness of progress
2. Examples: Counting servings from each food group increases practice to behave according to plans.
N. EnvironmentalControl
1 Defined: Restructuring the physical surroundings to avoid problem behavior and decrease temptations.
2. Examples: Buying healthier foods, not going to tempting locations, laying-out exercise clothes, setting a timer on the television.
O. Helping Relationships
1. Defined: Surrounding oneself with people who encourage the change.
2. Example: Joining a support group of those who care about each other and are making (or have made) the same change.
P. Rewards
1. Defined: Use of positive reinforcement when goals are achieved
2. Reward objects can be gifts or experiences
Critical Thinking: Your friend John is a 20-year-old student who is not physically active. Exercise has never been a part of his life, and it has not been a priority in his family. He has decided to start a jogging and strength-training course in two weeks Can you identify his current stage of change and list processes and techniques of change that will help him maintain a regular exercise behavior?
XI. TECHNIQUESOF CHANGE
A. Defined: The specific ways processes are accomplished
B Examples: Tables 2.2 and 2.3 give techniques and classificationsfor the processes.
C Goal Setting and Evaluation (Activity 2 3: Setting SMART Goals)
1 Essential for initiation of change.
2. Goals motivate behavior change and provide a plan of action.
D. SMART Goals (Figure 2 7): Goals are most effective if they are:
1 Specific
a. Write down the goal exactly and in a positive manner
b. Example: “I will reduce my body fat to 20 percent (137 pounds) in 12 weeks.”
c. Now write the objectives (supportive behaviors) that help meet the goal.
2 Measurable
a. The behavior to change should have an index of evaluation
b The behavior to change should be assessed on a time schedule.
3 Acceptable
a. Do I have the time, commitment, and necessary skills?
b. Can the roadblocks to change be reasonably overcome?
4. Realistic
a. Goals should be within reach
b Focus on short-term goals that move change closer to the ultimate long-term goal.
c. Misconceptionsmust be corrected with education
d Identify solutions to anticipated behavior change roadblocks
e. Monitor progress to reinforcebehavior change.
5. Time-specific
a. The goal should have a deadline.
b Other time-orientedaspects could also be included
E. Goal Evaluation
1. Is the goal still feasible?
2 Do any methods/programsneed to be changed?
3. Does periodic measurementmotivate me to keep working on the change?
CHAPTER 2 BEHAVIOR MODIFICATION CLASSROOM ACTIVITIES
CARTOONS
Use popular cartoons to illustrate behavior modification
PROGRESS REPORTS
Give simple prospective and retrospective quizzes to keep the students reading and thinking
1. Put multiple-choice,true–false, or short answer questions on a half-sheet of paper.
2 This requires students to make a commitment to some controversial choices.
3 Use the questions as an outline for topics of the day
THE TRANSTHEORETICAL MODEL EXAMPLE (Figures 2.3, 2.4, 2.5; Table 2.1)
1. Show the Stages (Figures 2.3–2.5) and the Processes (Table 2.1) simultaneouslyon the overhead projector (Acetates or PowerPoint).
2 Give an operating example. This can be described or a “guest” can pantomime it.
3. Then ask students to determine how particular processes play out within the stages.
COLLEGE LIFESTYLE CHANGE
1 Ask students how college life is different from high school life.
2. What lifestyle choices are they now making differently?
3. Were the changes due to contemplated decisions or otherwise?
WHERE AM I NOW? (Figure 2 6)
1. Ask students to think about a lifestyle-relatedissue or introduce one to which they all will respond.
2 For this issue, what stage and what processes of the TranstheoreticalModel are they now engaging in?
3 What would cause them to change stages or processes?
WHAT IS THE BARRIER?
1 Ask students to write down something they have desired to change.
2. What has been the reason for not making the change? Do the barriers relate to finances, attitudes, discipline, time, priorities, addictions, etc ?
3 After identifying the barrier, what would make it feasible to attempt a change?
4. Allow individuals to share their work.
PSYCHING THE PRECONTEMPLATORS
1 Define the condition of precontemplation,according to the TranstheoreticalModel.
2 Ask what reasons precontemplatorsgive for being in that state.
3. Two categories will arise: passive (being unaware of the need to change) and active (not caring to change).
4 Discuss how to “help” each type of precontemplator
WHAT MAKES YOU CHANGE? (Frequently Asked Questions)
1. Ask students to brainstorm what makes people change.
2 Reasons will circle around the general area of discomfortingfeelings
3. Explore that these discomforts can come from all areas of wellness (physical, emotional, intellectual, social, spiritual, environmental,or occupational)
4. Then ask if purposely changing one of the environmentsof wellness will help make change possible.
5. Give this example and then ask for more possibilities: To help stop smoking, avoid smoking friends or make friends with those who don’t smoke.
6. Reinforce that intentional efforts are required to change, not wishing or hoping things were different.
COUNTERING THE HABIT
1 Identify a theoretical problem habit that needs to be removed
2 Have students brainstorm ideas of what could substitute.
3. Rather than brainstorming,skits or posters can be assigned to illustrate these responses to change.
MAKE THE GOAL (Activity 2 2)
1 Ask students to plan to change one aspect of life
2 Encourage them to write down the specific goal with all the characteristics of effective goals.
3. Have them read the goal aloud. The other students are to ask questions regarding an aspect of the goal that is not clear, deadline and measurementoriented, or realistic.
MAKE THE REWARD
1 Ask why rewards are helpful and many times needed Write the reasons on the board
2. Ask students to write down activities and purchases that would qualify as rewards.
3 Have them match these rewards to goals they have already set.
4. Ask them whether they are now more motivated to reach for the goals.
PRIORITIZE TIME TO SAY “GOODBYE” TO OLD BEHAVIOR
1 The most important aspect of behavior change is to replace the old behavior with the desired change, instead of merely trying to accomplish more in the 24-hour day.
2 Prioritize the next 24 or 48 hours:
a. What are the most important uses of your time down to the least important?
b Be honest and make sure eating or sleeping is not in the bottom position
3 The best chance to begin and maintain a change is to acknowledge that:
a. The time for the new behavior is more important than the time for the old behavior in the first 24 or 48 hours.
b. You will need to say “goodbye” to the old behavior time.
4 Is television at the bottom of your prioritized time and the new behavior exercise?
a. Then stop watching earlier in the evening, go to bed earlier, and exercise in the morning.
b. Or, arrange to do something from another part of the day during TV time, so exercise can happen in that part of the day.
5 If the 24th or 48th hour activity is less important than beginning and maintaining exercise, say “goodbye” to the old behavior
INTERPRETING THE REAL LIFE STORY: Sharon’s Experience
Sharon took a series of steps to become a jogger She and her fiancé wrote out an exercise prescription They began jogging together She consistently jogged 2 miles, or about 20 minutes, for several years and reaped rewards Then, about five years into her program, she found one day that she wanted to continue jogging She ended up jogging for a full hour, which made her feel like she had reached the “top of the mountain.” She could truly appreciate all the benefits that she had gained by being physically fit, and she continued on, year after year, for over 32 years.
Critical Thinking Questions
1. Describe Sharon’s progression through the stages of change.
2 Where are you in the stages of change when it comes to your own physical activity habits?
3. Like Sharon, have you ever done something just because you “should” or because “it’s good for you” but eventually ended up actually enjoying it?
WEB RESOURCES
1. The University of California,San Francisco Medical Center behavior modification ideas for weight management:http://www.ucsfhealth org/education/behavior_modification ideas_for_weight_management/
2 The Mo n tr ea l H ea r t I n stitu te’ s recommendationsfor how to adopt a healthy lifestyle: https://www.icm-mhi.org/en/prevention/adopt-healthy-lifestyle
3 The Habits Lab at University of Maryland, Baltimore County has a self-report questionnaire on processes of change: http://www.umbc.edu/psyc/habits/content/ttm_measures/processes/index.html
4 The Am er ican Co un cil o n Ex er cise’ s guide to SMART goals: http://www.acefitness.org/acefit/fitness-fact- article/2637/reaching-your-goals-the-smart-way/
5 The Am er ican Can ce r So ciety’ s Po wer f u l Ch o ices Po d ca st : http://www.cancer.org/healthy/eathealthygetactive/powerfulchoicespodcasts/index.htm
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Milly's face crimsoned. "Not till I'm grown up," she exclaimed eagerly. "I can't leave Emily for a good while yet."
"I suppose the Hindoos are not very neat."
"Oh, no! I never thought about it till I came here; but the bungalows are awfully dirty. The people have to bathe in the water tanks made for them. That is one of their laws; but they are filthy after all."
"That is true," said grandma, "of all people who do not have the Bible to guide them. One of the first changes which the poor heathen make when they learn about God our heavenly Father, and his Son our Saviour, is cleanliness."
Milly started up and clasped her hands, her eyes shining like stars.
"I know it I know it! One of our women went to the sahibs, that means missionaries, and learned to read the Bible. Everybody said she was better than before. She always wore such clean sarrees, that's the kind of dress Hindoo women have. I used to wear them, too. And she kept her hair smooth. I never thought though about its being the Bible that made her so much nicer."
"Yes, Milly, that is always the effect of true godliness."
CHAPTER VIII.
THE MISSIONARIES.
"SHALL I tell you a story about an Indian girl, who lived this side of the Rocky Mountains?"
"Is that near Calcutta, ma'am?"
"No, it is our own country. She belonged to a tribe called Cherokees, and her name was Iwassee."
"Until some good missionaries went to her tribe to tell them about the great God who made the sun and moon, the boundless forests and the swift running rivers, Iwassee knew nothing what would become of her soul when her body was tied up in a tree for the birds to pick the flesh from the bones. She lived in a kind of tent without glass, with a hole in the top to let out the smoke when they kindled a fire on the heap of stones inside."
"Her parents had no money; but her father used to go out to the forest with his bow and arrows, and bring home some wild fowl or a deer on his back. Her dresses, when it was cold enough for her to wear dresses, were made from the bark of trees. On her feet, she wore moccasins of deer skin. In the winter, her mother worked moccasins with wampum or bead-work, to be sold to visitors."
"Iwassee, as she grew older, helped her mother to tan the skins of the bears, wolves and deer, which her father killed. These skins were their beds and seats. They were thrown on the floor or ground inside the tent. Iwassee herself, her father, mother and all her tribe
were savages. They lived from day to day only to eat, sleep and carouse. They knew nothing of the pleasures which Christians enjoy. They quarrelled, stole from each other, told lies to cover their guilt, and broke every one of God's commands. They were filthy, too, filthy in their own persons, in their dress, in their food, and in their tents. They thought it quite too much trouble to wash their clothes often, or to keep their tents in order."
"Their arrows were hung in a quiver near their bows, on a peg in their tents. The kettle they cooked their venison in, was hung there too, unwashed from month to month. They would have thought it very foolish to sweep out the floor of the tents, about which the vermin were running, or to have washed and cleansed their own bodies. They much preferred, when their work was done, to lounge on the grass in the sun and think of nothing."
"Poor Iwassee lived year after year in this way, until the missionaries, I spoke of, went to the tribe. It was a terrible trial for the wife, who had been brought up so delicately, to settle down in the midst of such pollution. Even the touch of the filthy women and girls, whose soiled garments were alive with vermin, was dreadful. Nothing but their love to Jesus Christ, and their desire to tell these poor heathen about him could have induced this intelligent Christian lady to remain there a day."
"But this love was so strong, they were glad to obey his command to preach the gospel of salvation to every creature. The missionary put up his tent in the wilderness, and then called the people together to talk to them in their own language about God. Iwassee was one of the first who went to hear the talk. When she learned of the love of Jesus Christ for poor sinners, tears of joy ran down her swarthy cheeks. Her heart began to swell with love and gratitude to him. She could not leave the spot. She went to the missionaries' tent early and late to beg them to tell her more; and when Mrs. Johnson assured her that Christ was waiting to be her friend, she threw herself on the ground in a transport of joy. She was the first of the tribe who accepted Jesus as her Saviour; but she was not the last; for the labors of the good missionaries were greatly blessed."
"When Iwassee had once felt her need of pardon and had found her Saviour, she did not stop there. She saw how comfortably the tent of the Christians looked; what a contrast to the filth and confusion in her father's. She told the Missionary's wife her trouble, and the lady encouraged her to strive after cleanliness, as one of the first of Christian virtues. She opened the book which contains God's word and read: 'Wo to her that is filthy!' She told her that everywhere in the Bible, sin and uncleanliness are named together, while order and cleanliness follow holiness."
"Iwassee listened and remembered. The next time she went to the Missionaries' tent, she looked so different, that the lady scarcely knew her. She had always been in the habit, like other women of her tribe, of oiling her face with bear's or other grease, and staining her nails. Now she had bathed in the stream which ran through the settlement, and in the best manner she could, had made herself tidy."
"This was very cheering to Mrs. Johnson. She took courage to talk with other women of the tribe. In two or three years, there was a wonderful change. Many of the men and women had become earnest Christians, and took the Bible for their guide. It was of course very hard for them to give up their old habits; but when they found that God requires it, when Mrs. Johnson read to them such passages as these: 'Then will I sprinkle clean water upon you, and ye shall be clean; from all your filthiness and all your idols will I cleanse you;' they did make great efforts to be clean. If any stranger visited the tribe, and walked along by the tents, it was not necessary to tell him:"
"'Here lives a man who has become a Christian.' He could see that for himself. Everything about the small home looked thriving and attractive. The tents were better too. Sometimes a log hut had been made, set in a small garden. Sometimes too, there were bright-colored blossoms before the doors. When the people assembled on the Sabbath either under a tree or a large tent, Mr. and Mrs. Johnson no longer shrank from their touch. They were clean and dressed according to their fashion, in neat garments."
CHAPTER IX.
ORDER FROM CONFUSION.
"So you are at your old business of telling stories, grandma," exclaimed Mr. Morgan. Milly caught the old lady's hand, kissed it, and ran from the room.
After half an hour, her aunt found her in a grand hurly burly of clearing up. Her cheeks were brilliant with excitement as she cried out:
"Oh, Aunt Priscilla! I'm going to make my room look as nice as Emily's. I never knew before that only the heathen were so disorderly. That's the reason Emily is so neat, and has her drawers all fixed up, because she is so very good a Christian."
"But, Milly, it will take a day at least to restore your clothes to their places. Why did you not arrange one drawer, or one shelf at a time?"
"Because," answered Milly, her eyes sparkling, "I wanted to do it quick. Do you think when I'm done, Emily's grandma will look at it?"
"Yes, indeed, it was her story, then, that suggested such a grand overturn?"
"Yes, aunty; and I'm going to try real hard to keep my things in order."
"That's right, dear. Did grandma repeat to you this verse? 'Let all things be done decently and in order?'"
"I didn't hear it. I wish the Hindoos knew about the Bible. They're awful; but I didn't think about its being bad, till I came here. When I go back, I shall tell them what God says."
"Milly, Milly, where are you?"
It was Emily's voice in the hall. Naturally amiable and affectionate, she had become greatly attached to her cousin, whose ardent, impulsive nature, and stronger traits harmonized well with her gentler ones.
Mrs. Morgan with a glance of dismay around the chamber into which one could scarcely find a standing place, was just returning to the parlor, when she stopped to see what Emily would say to all this confusion.
"Why, Milly Lewis! What are you doing?" exclaimed the little girl, holding up her hands in surprise.
"I'm fixing my room up," answered Milly, coloring at Emily's tone.
"Don't you want me to help you? But I forgot, Papa's going to take us to ride, I came to call you."
"Oh, dear! What shall I do? I'm sorry I began to be neat to-day."
"Come and ride," suggested Emily, "then I'll help you put away your things."
"Well, I will."
"You must make yourself look nicely, you know," urged Emily, archly. "Where's your brush?"
"I don't believe anything is anywhere," was the mournful reply. "I laid my sack down; but I can't find it, nor my hat either."
"Emily! Milly! Come, now, if you're going with me," called papa from below.
Milly flew about throwing the clothes with which the chairs were covered upon the floor.
"Oh, that is not the way to find anything! Where did you see your sack last?"
"Milly," said her aunt, coming to her aid, "I will give you your choice to go to ride and leave your room in this confusion, or to stay at home and take a lesson from me in order."
"I want to go with Emily," began the child. Then with a face full of resolution, she added:
"No, Aunt Priscilla, I'll stay at home."
"That's a dear child," said her aunt, kissing her. "Now run and carry this shawl to grandma to tuck around her, and then we'll go to work in earnest."
"Now," added the lady, when Milly returned, "We will make a beginning by hanging all the dresses in the closet. After this, remember that it is not a good way to turn closets and drawers inside out. Take one thing at a time; or what is better yet, keep everything in place so that there is no need of such an overturn."
"I must put all the skirts in the closets, too," exclaimed Milly. "Oh, here's my lost sack! Where shall I hang that?"
"Fix upon one hook and always hang it there. Then you will not be in danger of losing a drive, because you can't find it."
"I'll keep it on this one, because it's low, and my thick sack can go on the next hook."
"Here are two shelves, Milly. I would take the upper one for my school hat, and the lower for shoes. There, the closet begins to look in order. Run to Hannah for her hand brush and pan. The bits of paper must be swept up."
CHAPTER X.
"OH, Aunt Priscilla! You're so kind to help me. Doesn't it look beautifully? What shall we do next?"
Mrs. Morgan paused and looked around her. They had made a beginning; but it was only a beginning. Every article was taken from the drawers; the books from the rack were tumbled over the floor.
"Why did you take down the books, my dear?" she asked mildly.
"I saw Emily dusting hers this morning, so I—"
"But you did not see her throw down the volumes in this way. You should take down two or three at a time, dust them and then put them back. You'll remember after this."
"Yes, indeed, Aunty."
"Perhaps we had better do the drawers first; and then we can have space to walk around. But what is this? Crumbs?"
"I put my cake there, the day my head ached; and then I forgot it."
"Oh, what a pity! See how it has soiled this pretty ribbon. I wouldn't bring cake up stairs. Hannah will take care of any such thing for you."
"I won't do it again. I'm going to be real good. Do you think, Aunt Priscilla, that I can be as good us Emily?"
"In what particular do you mean?"
"Why, as good a Christian. If I was, I'd be neat and kind as she is, of course."
"I hope, Milly, that you already love the Saviour. You know he came to wash and cleanse us from all sin. If you pray to him to help you conquer all your bad habits, he will do it. He always helps those who try to obey his commands; and you are trying now to do all things 'decently and in order.' You must remember that Emily has been taught to be neat from her babyhood."
"And I had nobody to tell me about anything good," exclaimed the child, with a burst of feeling.
"God our Father knows all that. He never expects from us more than we can do. While you were ignorant of the duty of cleanliness and order, he was not displeased with you for being untidy."
"But now he will be. But what if I forget?"
"No doubt you will occasionally; but every day your habit of neatness will be strengthening until it will never occur to you to throw your hat on one chair, your sack on the hall table, and your books somewhere else. You will hang your sack on this hook, put your hat on the shelf, and your books in the place I gave you for them."
"Oh, aunty! There's the door-bell. I do hope nobody will call to see you; but I could go on by myself now; at any rate I'd 'try, try again,' as the verse says."
"Mrs. Lang to see you, ma'am," said Hannah, opening the door.
Mrs. Morgan looked as though she was sorry; but Milly insisted that she could do the rest.
"Finish one drawer at a time then," said her aunt. "Find all the articles that go in it, and then take another."
"I'll sweep up your room for you," said Hannah, kindly. "There'll be a good many scraps about."
"Thank you, Hannah," and Milly began to sing at the top of her voice one of her favorite songs:
"Flowers, wild wood flowers."
At length, the upper drawer is in order. The child stands and gazes into it with pride.
"It looks just like Emily's," she murmurs. "Now, if I can only keep it so; but it is so hard when I am in a hurry, to stop and put back the things. I'll lock it till Emily comes. I'll ask her to bring grandma in here. Oh, what a nice grandma she is! What good stories she tells. Oh, here is the Chinese puzzle, Uncle George gave me!"
On the floor, she drops to put together the pieces of the game. Five, ten, fifteen minutes fly quickly away; but she is so absorbed in making squares and oblongs and parallelograms out of the smooth, ivory pieces, that she knows nothing about the time.
"Are you ready for me?" asks Hannah, coming in with a broom and dust pan. "Why, Milly, what are you doing?"
"I'm sorry, Hannah." The child's tone was humble, and her countenance expressed such real regret that the girl could not scold, as at first she felt inclined to do.
"I've done one drawer, and it looks real nice; but then I found my puzzle, and I forgot. I'll fix the rest just as quick as I can."
"Well," said Hannah, "you ought not to have stopped to play till your work was done; but it can't be helped now. You just bring me all the under clothes, and I'll fold them for you. Seems to me I wouldn't toss everything about so again."
"No, I never shall. I'm beginning to be neat, now. Grandma has been telling us a story about it. You know the Hindoos and the Indians, and everybody who don't have the Bible, are filthy. The Bible says so," she added, earnestly, seeing Hannah smile. "And just as soon as they begin to be good, they clean their houses and wash themselves, and make their hair smooth. I knew a girl who did so in Calcutta. Her name was Waroo. She used to worship an idol. It was a little brass thing. She kept it hung on the wall. After she learned of the missionaries about God, she threw away her idol; and then she began to look real nice. Her sarree was clean; and her face washed. Papa asked her what had come over her, and she said 'I'm trying to be like the missionaries and worship their God.'"
