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 EFFECTIVE
CHEMISTRY
COMMUNICATION
IN INFORMAL
ENVIRONMENTS

Committee on Communicating Chemistry in Informal Settings

Board on Chemical Sciences and Technology

Division on Earth and Life Studies

Board on Science Education

Division of Behavioral and Social Sciences and Education

THE NATIONAL ACADEMIES PRESS
Washington, DC
www.nap.edu
THE NATIONAL ACADEMIES PRESS 500 Fifth Street, NW
Washington, DC 20001

This activity was supported by Grant No. 1238273 from the National
Science Foundation. Any opinions, findings, conclusions, or
recommendations expressed in this publication do not necessarily
reflect the views of any organization or agency that provided support
for the project.

International Standard Book Number-13: 978-0-309-37752-2

International Standard Book Number-10: 0-309-37752-8
Library of Congress Control Number: 2016946891
Digital Object Identifier: 10.17226/21790
Epub ISBN: 978-0-309-37755-3

Additional copies of this report are available for sale from the
National Academies Press, 500 Fifth Street, NW, Keck 360,
Washington, DC 20001; (800) 624-6242 or (202) 334-3313;
http://www.nap.edu.

Copyright 2016 by the National Academy of Sciences. All rights

reserved.

Printed in the United States of America

Suggested citation: National Academies of Sciences, Engineering,

and Medicine. 2016. Effective Chemistry Communication in Informal
Environments. Washington, DC: The National Academies Press. doi:
10.17226/21790.
The National Academy of Sciences was established in 1863 by
an Act of Congress, signed by President Lincoln, as a private,
nongovernmental institution to advise the nation on issues related to
science and technology. Members are elected by their peers for
outstanding contributions to research. Dr. Ralph J. Cicerone is
president.

The National Academy of Engineering was established in 1964

under the charter of the National Academy of Sciences to bring the
practices of engineering to advising the nation. Members are elected
by their peers for extraordinary contributions to engineering. Dr. C.
D. Mote, Jr., is president.

The National Academy of Medicine (formerly the Institute of

Medicine) was established in 1970 under the charter of the National
Academy of Sciences to advise the nation on medical and health
issues. Members are elected by their peers for distinguished
contributions to medicine and health. Dr. Victor J. Dzau is president.

The three Academies work together as the National Academies of

Sciences, Engineering, and Medicine to provide independent,
objective analysis and advice to the nation and conduct other
activities to solve complex problems and inform public policy
decisions. The Academies also encourage education and research,
recognize outstanding contributions to knowledge, and increase
public understanding in matters of science, engineering, and
medicine.

Learn more about the National Academies of Sciences, Engineering,

and Medicine at www.national-academies.org.
 COMMITTEE ON COMMUNICATING
CHEMISTRY IN INFORMAL SETTINGS

Co-Chairs
MARK A. RATNER, NAS, Northwestern University
DAVID A. UCKO, Museums+more LLC

Members
LAWRENCE BELL, Museum of Science, Boston
DIANE BUNCE, The Catholic University of America
JULIA Y. CHAN, University of Texas at Dallas
LUIS ECHEGOYEN, University of Texas at El Paso
JOSEPH S. FRANCISCO, NAS, University of Nebraska–Lincoln
MARY M. KIRCHHOFF, American Chemical Society
BRUCE V. LEWENSTEIN, Cornell University
MICHAEL STIEFF, University of Illinois at Chicago

Academies Staff
KATHRYN J. HUGHES, Project Director, Senior Program Officer,
Board on Chemical Sciences and Technology (until December
2016)
KEEGAN SAWYER, Project Director, Program Officer, Board on Life
Sciences
CAMLY TRAN, Associate Program Officer, Board on Chemical
Sciences and Technology
NATALIE NIELSEN, Board Director, Board on Technology and
Assessment (until January 2014)
TERESA FRYBERGER, Board Director, Board on Chemical Sciences
and Technology
HEIDI SCHWEINGRUBER, Board Director, Board on Science
Education
 BOARD ON CHEMICAL SCIENCES AND
TECHNOLOGY

Co-Chairs
DAVID BEM, PPG Industries
DAVID WALT, NAE, Tufts University

Members
HÉCTOR D. ABRUÑA, Cornell University
JOEL C. BARRISH, Bristol-Myers Squibb
MARK A. BARTEAU, NAE, University of Michigan
JOAN BRENNECKE, NAE, University of Notre Dame
MICHELLE V. BUCHANAN, Oak Ridge National Laboratory
DAVID W. CHRISTIANSON, University of Pennsylvania
JENNIFER SINCLAIR CURTIS, University of California, Davis
RICHARD EISENBERG, NAS, University of Rochester
SAMUEL H. GELLMAN, NAS, University of Wisconsin–Madison
SHARON C. GLOTZER, NAS, University of Michigan
MIRIAM E. JOHN, Sandia National Laboratories (retired)
FRANCES S. LIGLER, NAE, University of North Carolina at Chapel
Hill and North Carolina State University
SANDER G. MILLS, Merck Research Laboratories (retired)
JOSEPH B. POWELL, Shell
PETER J. ROSSKY, NAS, Rice University
TIMOTHY SWAGER, NAS, Massachusetts Institute of Technology

Academies Staff
TERESA FRYBERGER, Director
DOUGLAS FRIEDMAN, Senior Program Officer
CAMLY TRAN, Associate Program Officer
CLAIRE BALLWEG, Program Coordinator
 BOARD ON SCIENCE EDUCATION

Chair
ADAM GAMORAN, William T. Grant Foundation

Members
GEORGE BOGGS, Palomar College (emeritus)
MELANIE COOPER, Michigan State University
RODOLFO DIRZO, NAS, Stanford University
JACQUELYNNE ECCLES, University of Michigan, Ann Arbor
JOSEPH FRANCISCO, NAS, Department of Chemistry, University of
Nebraska–Lincoln
MARGARET A. HONEY, New York Hall of Science
MATTHEW KREHBIEL, Achieve, Inc.
MICHAEL LACH, University of Chicago Urban Education Institute
LYNN LIBEN, Pennsylvania State University
CATHY MANDUCA, Carleton College
JOHN MATHER, NAS, NASA Goddard Space Flight Center
BRIAN REISER, Northwestern University
MARSHALL “MIKE” SMITH, Carnegie Foundation for the
Advancement of Teaching
ROBERTA TANNER, Loveland High School (retired)
SUZANNE WILSON, University of Connecticut
YU XIE, NAS, Princeton University

Academies Staff
HEIDI SCHWEINGRUBER, Director
KERRY BRENNER, Senior Program Officer
MARGARET HILTON, Senior Program Officer
KENNE DIBNER, Program Officer
AMY STEPHENS, Program Officer
MATTHEW LAMMERS, Program Coordinator
MIRIAM SCHEIBER, Program Assistant
 Preface

The committee’s report seeks to enhance the effectiveness of public

communication by chemists at activities that foster engagement and
learning outside the classroom setting. We build on two trends: One
is the interest shown by many chemists in sharing their knowledge
and experience with the public through activities such as National
Chemistry Week, science festivals, museum exhibits or events,
science cafés, and online media. The second is the growing research
on science communication, informal learning, and chemistry
education. Much of that research has been synthesized in previous
National Research Council reports, including Learning Science in
Informal Environments, Discipline-Based Education Research, and
How People Learn, as well as two Sackler Colloquia on The Science
of Science Communication and the Chemical Sciences Roundtable’s
Chemistry in Primetime and Online. For the first time, the
experiences of these professional communities and the research
bases that support their work have been integrated for the
development of practical tools.
Chemistry plays critical roles in our daily lives, community issues,
national policy, and global events. That everyday relevance presents
opportunities for interaction with members of the public who may
not be familiar with chemistry or chemical concepts. Evidence-based
communication and engagement activities offer the potential to
address the situation. For students, informal learning experiences
can stimulate greater interest in chemistry, complementing and
enhancing the subject as presented within the limitations of the
classroom. For adults, such experiences may help them become
more sophisticated about chemistry and its ubiquitous role in the
world around us.
For the chemistry community, we hope that this report will provide
insights for thinking about communication and engagement. It offers
guidance based on evidence-based practices for strengthening the
effectiveness of activities, such as placing greater focus on the needs
and interests of the participants, both in planning and
implementation.
For informal learning professionals and science communicators,
we hope the report will provide insight from key research findings in
the chemical education literature that may be transferable to
addressing members of the public and may suggest directions for
future research. In addition, this report may encourage more
chemists and chemistry-related professionals to partner with science
centers and similar organizations to develop and implement
engaging chemistry experiences for children and for adults. Such
collaborative efforts could be significantly enhanced by support from
chemistry-based professional organizations and corporations.
Although this report focuses specifically on chemistry, the
communication strategies could be applied more generally and serve
as a model for other disciplines. We hope that professionals in those
disciplines will recognize the value of applying effective practices of
informal learning and science communication, and of partnering with
organizations experienced in engaging with the public.
On behalf of the committee, we would like to thank all those who
took the time to share their knowledge and expertise through
participation in the meetings, the landscape study, and other data-
gathering methods. Special thanks go to the committee members
themselves and the Academies program staff who made this report
possible.

Mark Ratner and David Ucko, Co-Chairs

 Acknowledgment of
Reviewers

This report has been reviewed in draft form by individuals chosen for
their diverse perspectives and technical expertise. The purpose of
this independent review is to provide candid and critical comments
that will assist the institution in making its published report as sound
as possible and to ensure that the report meets institutional
standards for objectivity, evidence, and responsiveness to the study
charge. The review comments and draft manuscript remain
confidential to protect the integrity of the process. We wish to thank
the following individuals for their review of this report:

James Bell, Center for the Advancement of Informal Science

Education
John Besley, Michigan State University
Donna Blackmond, Scripps University
Rick Borchelt, U.S. Department of Energy
Declan Fahy, Dublin City University
John Groves, Princeton University
Carlos Gutierrez, California State University, Los Angeles
Joseph Krajcik, Michigan State University
Tiffany Lohwater, American Association for the Advancement of
Science
Stephen Palacios, Added Value Cheskin
Elsa Reichmanis, Georgia Institute of Technology
 Nancy Songer, Drexel University
Lawrence Yeung, Rice University

Although the reviewers listed above have provided many

constructive comments and suggestions, they were not asked to
endorse the report’s conclusions or recommendations, nor did they
see the final draft of the report before the release. The review of this
report was overseen by May Berenbaum, University of Illinois at
Urbana-Champaign, and R. Stephen Berry, University of Chicago.
They were responsible for making certain that an independent
examination of this report was carried out in accordance with
institutional procedures and that all review comments were carefully
considered. Responsibility for the final content of this report rests
entirely with the authoring committee and the institution.
 Contents

PREFACE

SUMMARY
The Importance of Communicating Chemistry Now
The Basis of This Report
A Framework for Communicating Chemistry
The Guide
Findings and Recommendations
References

PART A. THE EVIDENCE BASE FOR ENHANCED

COMMUNICATION

1 INTRODUCTION
Study Approach
What Is Chemistry Communication?
Chemists Engaging in Communication
Challenges of Chemistry Communication
Toward Improving Chemistry Communication
Structure of the Report
References

2 WHY CHEMISTS ENGAGE IN COMMUNICATION

Chemists’ Goals for Communicating Science
Goal 1: Increase Public Appreciation of and Excitement for
Chemistry as a Source of Knowledge About the World
 Goal 2: Develop Scientifically Informed Consumers
Goal 3: Empower Informed Citizen Participation in Democratic
Processes
Goal 4: Workforce Development
The Roles of Chemists in Communicating in Informal Settings
Chemists as Sources of Content
Chemists as Sources of Credibility
Chemists as Bridge Builders with Other Groups
What Chemists Gain from Their Communication Activities
Enhanced Learning About Informal Science Education and
Science Communication
Enhanced Learning About Participants
Strengthening Research Grant Applications
Potential Barriers to Engaging in Communication
Chemistry’s Lack of Disciplinary Unity
Chemistry Is Messy
Engaging in Communication
References

3 THE CURRENT STATE OF CHEMISTRY COMMUNICATION

Prevalence of Chemistry Communication Activities
Chemistry Content
Duration and Venue
Duration
Venue
Participants
General Publics
Specific Demographic Groups
Opinion Leaders and Decision Makers
The Role of Media and Technology
References

4 EVIDENCE-BASED RESEARCH ON LEARNING AND

COMMUNICATION
Insights from Research on Informal Science Learning
An Ecological Framework for Understanding Learning
 Goals for Informal Learning
Environments for Informal Learning
Assessing Outcomes
Insights from Research on Communication
Goals for Communication
Public Engagement
Environments for Communication
Linking Informal Science Learning and Communication
A Communication Model for Informal Learning Settings
Public Perceptions of Science and Scientists
Web-Based Communication
Challenges for Chemistry
Insights from Chemistry Education
Principles for Chemistry Communication in Informal Environments
References

5 EVALUATION TO REFINE GOALS AND DEMONSTRATE

EFFECTIVENESS
What Is Evaluation?
Why Evaluate?
Overarching Considerations
Developing an Evaluation Plan
Project Goals and Outcomes
Frameworks to Guide Outcome Development
Evaluation Questions, Indicators, and Measures
Methodology: Designing and Conducting the Evaluation
Balancing Evaluation Approaches
Evaluation Design
Evaluation Considerations for Informal Environments
Data Collection
Aligning Data Collection with Outcomes
Reporting and Using the Evaluation
Examples of Chemistry Communication Evaluation
The Periodic Table of Videos
The Amazing Nano Brothers Juggling Show
Summary
 References
Additional Resources

6 COMMUNICATING CHEMISTRY: A DESIGN FRAMEWORK AND

RESEARCH AGENDA
A Framework for Communicating Chemistry
Element 1: Set Communication Goals and Outcomes
Appropriate to the Target Participants
Element 2: Identify and Familiarize Yourself with Your
Resources
Element 3: Design the Communication Activity and the
Evaluation
Element 4: Communicate!
Element 5: Assess, Reflect, and Follow Up
Key Areas for Future Research
Research on Public Perceptions and Understanding of Chemistry
Digital Media for Chemistry Communication
Chemistry Education and Research Policy Questions
Recommendations
References

PART B. COMMUNICATING CHEMISTRY: A FRAMEWORK

FOR SHARING SCIENCE

Why Communicate?
What Motivates Chemists?
What Do Chemists Gain?
The Framework for Effective Chemistry Communication
What Does It Mean to Evaluate? And Why Do It?
Using the Framework
Element 1: Set Communication Goals and Outcomes
Appropriate to the Target Participants
Element 2: Identify and Familiarize Yourself with Your
Resources
Element 3: Design the Communication Activity and How It Will
Be Evaluated
 Element 4: Communicate!
Element 5: Assess, Reflect, and Follow Up
Concluding Comments
References

APPENDIXES

A Data Collection Instruments

B Committee Member Biographies
 Summary

In response to a request from the National Science Foundation, the

National Academies of Sciences, Engineering, and Medicine (the
Academies) convened an ad hoc committee to characterize current
efforts at communicating chemistry, to synthesize existing social
science research on effective communication, and to develop a
framework that lays out evidence-based strategies to design
chemistry communication activities. Part A of this report provides the
framework, as well as a synthesis of the research (drawn from a
variety of social science disciplines) that supports the development
of the steps described in the framework. Part B of the report is a
guide for chemists titled Communicating Chemistry: A Framework for
Sharing Science, which is also provided as a separate, stand-alone
document. In the guide, the committee summarizes the framework
in practical terms to support chemists and organizations working
with chemists in creating effective communication and learning
activities in settings outside of formal schools. Although this report
and the guide focus specifically on chemistry, the communication
strategies could be applied more generally and serve as a model for
other scientific disciplines.

THE IMPORTANCE OF COMMUNICATING

CHEMISTRY NOW
 The topic of communicating chemistry is both important and
timely. The digital or communication age has dramatically expanded
the number of people with access to topics that were once the
purview of a few experts. This, among other things, has changed the
traditional pact between the scientific community and the public. No
longer is scientific research being conducted with little need or
opportunity to explain the reason for the research or its results,
outside of the science community. In addition, chemistry plays
critical roles in people’s daily lives, in topics such as energy and its
impacts, global climate change, medicine and health, national
security, and the environment, and in many of the consumer
products that people rely on. Better public understanding of
chemistry could lead to improved policy and decision making and to
more-informed consumer choices. Finally, the chemistry community
is in need of guidance on communicating chemistry to the public.
Undergraduate and graduate schools often do not prepare chemists
to communicate their work to members of the public, and there are
few options for communication training for professional scientists.

THE BASIS OF THIS REPORT

In drafting this document, committee members heard from
experts in learning outside of school (often referred to as informal
learning or informal education), science communication across
various formats, formal chemistry education, marketing, and
evaluation of informal learning. The committee surveyed the growing
research on informal learning, science communication, and chemical
education. Much of that research has been amalgamated in previous
Academies reports, including Learning Science in Informal
Environments (NRC, 2009), Discipline-Based Education Research
(NRC, 2012), and How People Learn (NRC, 2000), as well as in two
Sackler Colloquia on The Science of Science Communication and the
Chemical Sciences Roundtable’s workshop, Chemistry in Primetime
and Online (NRC, 2011). The committee also commissioned two
reports: a landscape study (Grunwald Associates and Education
Development Center) that examined the current state of the art with
regard to communicating chemistry in informal settings and a white
paper on evaluation.

A FRAMEWORK FOR COMMUNICATING

CHEMISTRY
Based on the research and a review of effective practices, the
committee created a five-element framework, the Framework for
Effective Chemistry Communication. The framework emphasizes the
importance of focusing on the needs and interests of the participants
in both planning and implementation. The framework also stresses
the importance of evaluation, begun at the outset of communication
planning and development, in making communication activities more
effective at meeting their intended goals. The five elements of the
framework are

Element 1. Set communication goals and outcomes appropriate for

the target participants.
Element 2. Familiarize yourself with your resources.
Element 3. Design the communication activity and how it will be
evaluated.
Element 4. Communicate!
Element 5. Assess, reflect, and follow up.

The framework is not a one-size-fits-all prescription—judgment

must be used to scale activities to the available resources and
evaluation capabilities. For example, the framework clearly stresses
the importance of evaluation, but the committee recognizes that
most chemists are not well versed in evaluation techniques and
often may not have the time, resources, or incentives to conduct
extensive evaluation of the effectiveness of their activity. For this
reason, the report encourages scaling the evaluation as appropriate
to the activity and, where extensive evaluation is appropriate,
partnering with experts in evaluation. Even simple evaluation can
prove valuable.

THE GUIDE
The guide, Communicating Chemistry: A Framework for Sharing
Science, is intended as a practical aid to chemists in designing
effective informal communication activities for nonexpert
participants. It is based on the committee’s five-element framework,
and its explanatory text and examples are geared toward chemists.
The guide leads users through a series of questions to help them
consider what is important for communication. The guide is flexible
enough to accommodate the broad range of activities captured
under the heading of “communicating chemistry.”

FINDINGS AND RECOMMENDATIONS

As part of its task, the committee was asked to consider options
for future research and to make recommendations to advance the
understanding and effectiveness of informal chemistry
communication. In considering the research that led to the five-
element framework, the committee identified the following areas as
research gaps:

research on informal learning and science communication specific

to the field of chemistry, including public perceptions and
understanding of chemistry;
research on digital media for chemistry communication; and
research on how current policies guiding chemistry education and
training, research work, and funding influence the extent and
quality of chemistry communication activities, and how these
policies might be changed to provide more support for
communication activities.
The committee also noted opportunities for collaboration across
organizations and institutions to support the implementation of the
framework. In light of these findings, the committee makes the
following recommendations:

Recommendation 1: Chemists should apply the Framework for

Effective Chemistry Communication to guide the design,
implementation, and evaluation of chemistry communication
experiences. In using the framework, chemists are encouraged to
collaborate with experts of empirically based approaches to science
communication, informal learning, and chemistry education.

Recommendation 2: Chemistry professional and industrial

societies should encourage the use of the recommended framework
by their members. These organizations should also facilitate or
create avenues for the aggregation, synthesis, translation, and
dissemination of research on the evaluation of and effective
practices for communicating chemistry.

Recommendation 3: The National Science Foundation and other

sponsor organizations should support research that examines the
specific relationship between science communication, informal
learning, and chemistry education through programs such as the
Advancing Informal STEM Learning program (NSF, 2014). Such
support should focus on areas where research is most needed to
enhance the effectiveness of chemistry communication, including

public perceptions and understanding of chemistry;

digital media for chemistry communication; and
chemistry research and education policy, including professional
development opportunities.

Recommendation 4: Chemists and experts in empirical

approaches to science communication, informal learning, and
chemistry education should collaborate to study chemistry
communication in informal settings. Research collaborations should
focus in particular on the priority areas listed in Recommendation 3.

REFERENCES
NRC (National Research Council). 2000. How people learn: Brain,
mind, experience, and school: Expanded edition. Washington,
DC: National Academy Press.
NRC. 2009. Learning science in informal environments: People,
places, and pursuits, edited by P. Bell, B. Lewenstein, A.W.
Shouse, and M.A. Feder. Washington, DC: The National
Academies Press.
NRC. 2011. Chemistry in primetime and online: Communicating
chemistry in informal environments: Workshop summary.
Washington, DC: The National Academies Press.
NRC. 2012. Discipline-based education research: Understanding and
improving learning in undergraduate science and engineering,
edited by S.R. Singer, N.R. Nielsen, and H.A. Schweingruber.
Washington, DC: The National Academies Press.
NSF (National Science Foundation). 2014. Advancing informal STEM
learning, program solicitation. Available at
http://www.nsf.gov/pubs/2014/nsf14555/nsf14555.pdf
[accessed September 2014].
PART A

THE EVIDENCE BASE FOR

ENHANCED COMMUNICATION
 CHAPTER ONE

Introduction

The public’s trust in research depends on the honesty, openness, and objectivity of
researchers in communicating their results of research to those outside of the
research community. This responsibility can take time away from research, but
public communication is essential given the pervasive influence of research on the
broader society.

—InterAcademy Council/IAP, Responsible Conduct in the Global Research Enterprise,

2010

The centrality of science to modern life bestows an obligation on the scientific

community to develop different and closer links with the general population. That
convergence will help evolve the compact between science and society so that it will
better reflect society’s current needs and values.

—Alan Leshner, 2003

Chemistry is the creative human endeavor to understand all matter.

Chemistry and, hence, chemists1 are essential for understanding the
world and advancing society. Chemicals are involved in energy production,
food safety, forensics, biomedical technology, ecosystem sustainability,
and more and are therefore at the heart of many of society’s
conversations, such as those about the safety of food and medicines, the
consequences of ocean acidification, ensuring access to clean water, and
the mechanisms and effects of climate change.
Chemists seek to understand the interactions between molecules and
how those interactions produce our macroscopic world. For many reasons
—a sense of responsibility for bringing the voice of science to a
conversation, a desire to share the joy of chemistry, a drive to encourage
the next generation to pursue chemistry as a career, or others—many
chemists endeavor to engage with members of the public. However, there
is little guidance for chemists on how to define communication goals,
select a communication mechanism, or improve the effectiveness and
reach of communication activities. An evidence-based framework for
communicating chemistry is needed.

STUDY APPROACH
Given the value and importance of chemistry in addressing societal
challenges and its potential to stimulate wonder and interest about our
world, the National Science Foundation (NSF) asked the National
Academies of Sciences, Engineering, and Medicine (the Academies) to
develop an evidence-based framework to guide chemists’ communication
activities in informal settings. NSF asked the Academies to describe
current efforts to communicate chemistry, to identify effective strategies,
tools, and venues to engage members of the public in chemistry, to
provide case studies of effective approaches, and to characterize a
framework that can be used to evaluate the effectiveness of
communication approaches. (See the Statement of Task in Box 1-1.) NSF
also expressed interest in new tools and interfaces that might improve
and expand chemistry communication.
To carry out the Statement of Task, the committee deliberated on two
key questions: (1) Who are the primary report audiences? (2) What are
the most effective mechanisms, given the study resources, to gather
data?
The committee identified two primary audiences based on the
Statement of Task:

professionals working in basic and applied chemistry and the

organizations that support their efforts to engage the public with
chemistry, and
institutions and professionals of informal science education who
collaborate with chemists or their organizations to expand and
enhance efforts to feature chemistry in their venues.
 In regard to data gathering, the committee first commissioned a
landscape study by the Education Development Center (EDC) and
Grunwald Associates to provide an overview of informal communication
activities related to chemistry. EDC researchers examined relevant
material that was available online and in print media, held online
discussions via LinkedIn, and interviewed stakeholders in the community
to identify the types of events occurring, the venues, and the common
goals of the chemists engaging in informal communication efforts. The
committee used the results of the EDC study to tailor the report, in part,
toward existing communication activities in the chemistry community.
Second, the committee commissioned a white paper by Vera Michalchik of
Stanford University, an expert in learning sciences, to provide a review of
the literature on the evaluation of informal activities. The white paper
formed the basis of this report’s chapter on evaluation. Both the EDC
study results and the white paper are publicly available on the project
webpage.2 Third, the committee held four public meetings during which
experts and practitioners in informal science learning, communication,
chemistry education, and other subjects gave talks on how their work
might inform a framework for communicating chemistry in informal
settings. Finally, the committee examined the current research literature
in communication, informal learning, chemistry education, and other
relevant social science fields.

BOX 1-1
Statement of Task
The proposed activity will characterize current efforts to
communicate chemistry in informal settings and draw on existing
research in order to develop a framework for effective
communication. This research will be made useful to individuals and
groups involved in engaging the public with chemistry by linking it to
scientifically based strategies on how best to address naïve mental
models, common misconceptions, and lack of interest in chemistry.
To achieve this goal, this activity will

Identify where chemistry is being presented to the public (outside

of formal school settings); how it is presented in these settings,
the stated goals and objectives of informal chemistry
 communication, outreach, and education; and the perception of
participants’ needs on which these efforts in engaging the public
with chemistry are based.
Identify effective methods and techniques for engaging the public
in chemistry by building on existing literature and studies on
effective learning, communication, education, and outreach of
science in informal and formal environments, including project
and program evaluations, with additional input drawn from fields
such as marketing, communications, and entertainment.
Provide examples, in the form of case studies, of effective
evidence-based chemistry communication, outreach, and informal
education activities.
Identify new and emerging communication and education tools
and venues that show promise for providing opportunities to
improve and expand chemistry communication, outreach, and
education to various participant groups over the next 5 years
(identify the current infrastructure of institutions and
organizations that can support the chemistry community in its
efforts).
Develop recommendations for research and development on
effective practices for informal chemistry communication,
outreach, and education.
Identify appropriate assessment and evaluation frameworks in the
area of informal chemistry communication, outreach, and
education.

An expert committee will synthesize this information into a

conceptual framework that will identify a range of goals related to
engaging the public with chemistry (e.g., increase awareness,
generate interest, teach concepts, change behavior) and provide
evidence-based strategies to accomplish each goal.

WHAT IS CHEMISTRY COMMUNICATION?

In the physical and life science communities, the terms communication,
engagement, education, and outreach are often used interchangeably.
Outreach, in particular, is commonly used by the chemistry community to
describe goals and activities related to interacting with nonexpert
members of the public. However, in social science disciplines, science
communication and related terms have specific disciplinary meanings and
different sets of goals (see Chapter 4). For this report, the committee
chose the terms communication and participants and interprets them as
follows:

Communication: Any interaction outside of the classroom between

members of the public of any age and members of the science
community.

Participants: Persons or groups that attend, use, or otherwise engage in

a communication event.

The committee chose communication because the term encompasses a

wide array of interactions with members of the public, such as public
lectures and informational videos, with an emphasis on two-way
interactions, or engagement. Thus, we suggest that communication more
aptly describes the range of chemistry communication events than do
other terms, like outreach. Communication and participants were also
chosen to link the social science language and evidence about effective
communication with the events of chemistry communicators. Unless
otherwise indicated, communication events discussed in this report take
place in an informal environment—any setting outside of a formal
classroom—such as community-based programs, after-school activities,
museums, libraries, festivals, or home.

CHEMISTS ENGAGING IN COMMUNICATION

Chemists already participate in a wide range of communication
activities, including giving public lectures; writing books, blogs, and other
Web-based materials; participating in hands-on learning activities in
museums; and using online engagement platforms to improve public
access to and understanding of chemistry. A 2011 National Research
Council (NRC) workshop Chemistry in Primetime and Online:
Communicating Chemistry in Informal Environments3 (Box 1-2)
demonstrated that chemists communicate through video, television, radio,
art, video games, and a variety of other digital media. Current modes of
digital communication on the Internet, such as video sharing (e.g.,
YouTube), social networking (e.g., Facebook), and microblogging (e.g.,
Twitter), present new opportunities for chemists to communicate with
members of the public. At the workshop, the chemistry community’s
interest in engaging with the public was clear, but many workshop
participants did not use a systematic approach to develop and implement
their activities.

BOX 1-2
Chemistry in Primetime and Online: Communicating
Chemistry in Informal Environments: Workshop Summary

In 2010, the National Research Council’s Chemical Sciences

Roundtable hosted a workshop to examine how the public accesses
scientific information from informal environments, and to discuss
methods that chemists can use to improve and expand efforts to
engage with nontechnical audiences. The workshop highlighted a
variety of communication activities coordinated by members of the
chemistry community, including developing museum exhibits,
performing demonstrations, presenting chemistry on radio or in films,
and using video games to teach concepts of chemistry. See
http://dels.nas.edu/global/bcst/Communicating-Chemistry for further
information.
 Chemists often work through professional chemical societies and other
science organizations to interact with and inspire the public about
chemistry. During the 2011 International Year of Chemistry (IYC 2011;
Box 1-3), chemists around the world participated in discussions, science
cafés, demonstrations, and more with students and members of the
public. The International Union of Pure and Applied Chemistry (IUPAC)
and the United Nations Educational, Scientific, and Cultural Organization
coordinated the events. IUPAC and other professional chemistry
organizations are considering the legacy of the IYC 2011 and how efforts
to support the public’s interest in chemistry can be continued.
In the United States, the American Chemical Society (ACS) is a leader in
coordinating chemistry-related communication through local and national
activities. The IYC 2011 prompted ACS members and the organization
itself to develop new connections within and outside the chemistry
community. Since the IYC 2011, the ACS has coordinated symposia and
activities at national meetings to support a continued focus on
communication activities.
Global activities during the IYC 2011 included collecting data about
water quality from around the world onto one shared site. Various nations
supported activities relevant to their communities. An archive of the
activities hosted over the year and reported to IUPAC is at
http://iyc2011.iupac.org, and the final report is downloadable from the
IUPAC website at http://www.iupac.org/project/2012-009-1-020.

BOX 1-3
The 2011 International Year of Chemistry
 The International Year of Chemistry encouraged chemists and
organizations around the world to engage in outreach with the public
in both formal (classroom) and informal settings. Chemists developed
interactive, entertaining, and education activities that focused on the
theme “Chemistry—our life, our future.”

Efforts within the chemistry community to promote communication with

the public are mirrored by a focus on communication in the science
community as a whole. From the conferences and training workshops of
the American Association for the Advancement of Science, to the recent
formation of the Science of Science Communication program at the
University of Pennsylvania’s Annenberg Public Policy Center, to the rise in
the number and popularity of science festivals and cafés, communication
with the public is a topic of conversation and interest in many segments
of the scientific community. This push to communicate is also reflected in
the number of recent activities, reports, and events that highlight the
importance of scientists engaging in communication. Box 1-4 contains a
list of some recent publications of the Academies in this regard.
As described in Chapter 2, there are a number of reasons that
individual scientists, including chemists, choose to communicate with the
public. One reason worth noting (for U.S. scientists) is the NSF Broader
Impacts criterion, which requires that research proposals include “the
potential of the proposed activity to benefit society and contribute to the
achievement of . . . societal outcomes.” A potential outcome listed as an
example in the NSF grant-proposal guide is “increased public scientific
literacy and public engagement with science and technology” (NSF, 2013),
which is a powerful incentive for academic chemists and other scientists
to include communication as a component of their professional work.

CHALLENGES OF CHEMISTRY COMMUNICATION

Chemists face three challenges to communicating: public perceptions of
chemistry are unclear, the quantity and accessibility of chemistry-related
content suitable for informal settings are low, and there is no cohesive,
science-based guidance for designing and evaluating chemistry
communication activities.
 BOX 1-4
List of Selected Academies Publications on Science
Communication and Informal Science Learning

2015

Identifying and Supporting Productive STEM Programs in Out-of-

School Settings

Integrating Discovery-Based Research into the Undergraduate

Curriculum: Report of a Convocation

Food Literacy: How Do Communications and Marketing Impact

Consumer Knowledge, Skills, and Behavior?: Workshop in Brief

Public Engagement on Genetically Modified Organisms: When

Science and Citizens Connect: Workshop Summary

Trust and Confidence at the Interfaces of the Life Sciences and

Society: Does the Public Trust Science?: A Workshop Summary

2014

STEM Learning Is Everywhere: Summary of a Convocation on

Building Learning Systems

Characterizing and Communicating Uncertainty in the Assessment

of Benefits and Risks of Pharmaceutical Products: Workshop
Summary

Sustainable Infrastructures for Life Science Communication:

Workshop Summary

The Science of Science Communication II: Summary of a

Colloquium
 During the nineteenth century, chemists generally enjoyed public
support because of advances in medicine, color dyes, and other materials
(Hartings and Fahy, 2011). However, public perceptions of chemistry
eroded during the twentieth century. The use of chemical weapons during
the world wars, the 1984 methyl isocyanate gas leak from an industrial
complex in Bhopal, India, and the 2010 Deepwater Horizon oil rig
explosion in the Gulf of Mexico are examples of large-scale incidents that
may have contributed to public distrust of chemistry. Some scholars
suggest that “chemophobia,” described as both anxiety about chemistry
as an academic subject and a fear of chemicals, has increased (Eddy,
2000; Hartings and Fahy, 2011). A recent survey by the Royal Society of
Chemistry (RSC) indicates that chemists’ concerns about public
chemophobia are unfounded in the United Kingdom (RSC, 2015). A 2002
telephone survey conducted in the United States, however, suggests that
the chemical industry is viewed least favorably in comparison with 10
other industries, including pharmaceutical, agricultural, and medical, but
that members of the public have a positive view of chemistry as a
profession (NSB, 2002). Comprehensive studies on public perceptions of
chemistry and the prevalence of chemophobia have not yet been done in
the United States. The lack of understanding of these public perceptions
and attitudes toward chemistry makes it difficult to design participant-
centered chemistry communication activities.
Most members of the public only interact with chemistry in school and
might not think of it much or appreciate its relevance in society. One
survey shows that public understanding and attentiveness is lower for
chemistry than for some other scientific fields, even though the majority
of respondents felt that chemicals make everyday life better (NSB, 2002).
This lack of interest extends to the sharing of articles: A recent survey of
social media sharing habits indicated that articles written by chemists
were the least shared articles of any in the disciplines evaluated (Figure 1-
1). Although chemistry is embedded in topics that receive greater
visibility, the field itself is not often discussed. This pattern is reflected in
the number of news items and social media mentions related to
announcements of Nobel Prizes in chemistry compared with those in
physics and in medicine or physiology.
Before entering school and after graduating, most people primarily
encounter science in informal environments, such as museums, news
media, Internet websites, and videos. Americans spend approximately 95
percent of their lives outside of classrooms; hence, informal learning
activities can reach people over a much greater percentage of their
lifetimes than can formal schooling (Falk and Dierking, 2010; NRC, 2009).
Increasing and improving public exposure to chemistry in informal
settings can raise awareness and understanding of chemistry. Two
examples that are popular are Sam Kean’s 2011 best-selling book, The
Disappearing Spoon: And Other True Tales of Madness, Love, and the
History of the World from the Periodic Table of the Elements, and Deborah
Blum’s blog Elemental.4 However, even people who avidly seek out
science in informal settings are less likely to interact with chemistry
content than with the content of other science disciplines (NRC, 2011;
Zare, 1996). Increasing the materials available and the opportunities to
learn about chemistry in informal settings is insufficient in itself.

FIGURE 1-1 Average likelihood of being shared online by author’s scientific

field.
NOTE: CS = computer science.
SOURCE: Milkman and Berger, 2014.
TOWARD IMPROVING CHEMISTRY
COMMUNICATION
An important but underused resource for improving approaches to
science communication is research in the social sciences on chemical
education, on informal science learning, on marketing, and on the science
of science communication. There is a rich history of research on chemistry
education in the classroom, but little guidance has been provided for
chemists who wish to engage in communication with the public in
informal environments. Professional organizations (such as the ACS) and
the public information offices of research institutions have long facilitated
media coverage of chemistry, removing the responsibility from chemists.
However, museums, science centers, and related organizations have
engaged in activities to support informal science learning for many
decades, and the past decade has yielded important advances in
formalizing relevant theory, research, and data collection efforts.
An example is the formation of the Center for Advancement of Informal
Science Education (CAISE) in 2007 by NSF and the Association of Science-
Technology Centers, to foster a community for sharing research on
informal science learning. In 2009, CAISE published a report titled Many
Experts, Many Audiences: Public Engagement with Science and Informal
Science Education that reviewed practices that foster public awareness
and participation. Also in 2009, the NRC publication Learning Science in
Informal Environments reviewed the literature, identified six strands of
learning, and provided a common framework for future research.
Principles of effective science communication have developed during
the past 30 years (Brossard and Lewenstein, 2010). Events such as the
2013 and 2014 Sackler Colloquia on The Science of Science
Communication and the 2013 meeting on the Evolving Culture of Science
Engagement have expanded research in the discipline and translated that
research into effective strategies for public engagement with science
(Fischhoff, 2013; Kaiser et al., 2013; NRC, 2014; Scheufele, 2013). The
January 2014 special issue of Public Understanding of Science provided a
series of papers examining the past two decades of public engagement
activities and research (Bauer, 2014).5 Science communication is also the
subject of long-running and ongoing work by many professional social
science organizations, including the Risk Communication group of the
Society for Risk Analysis, the Environmental Communication group of the
International Communication Association, and the Science, Health,
Environment and Risk group of the Association for Education in Journalism
and Mass Communication. Advances in those fields of study are
instructive for forming frameworks that aid the chemistry community in
the design, implementation, and evaluation of public communication
activities.
Each advance in informal science learning and science communication
adds perspective, but none have yet provided a comprehensive
conceptual approach for communicating chemistry. The value of social
science research in addressing public communication problems is being
examined for science as well as chemistry (Baram-Tsabari and Osborne,
2015), but the discussion is relatively new. These social science research
areas provide insight for the present study, but their application to
challenges specific to chemistry has not been considered before now.
One area of social science research that the committee considered was
the work of citizen science. Given the variations in definition of that term
in the community and the literature, the committee chose not to include it
as a separate category in its review, although some related activities are
included under the heading of informal science learning activities.

STRUCTURE OF THE REPORT

The report is organized into two sections. Part A includes six chapters in
which the theoretical and evidentiary underpinnings of informal learning,
science communication, and chemistry education are presented. Chapter
1 is an introduction. In Chapter 2 the value proposition for chemists and
science organizations to communicate with members of the public is
discussed. The personal and professional drivers that support a chemist’s
decision to develop or support communication activities are also described
in Chapter 2. Chapter 3 synthesizes the results of a landscape study on
goals and activities of chemistry communication in the United States and
presents case studies to illustrate methods for characterizing such
activities. Chapter 4 describes goals, challenges, and key principles for
informal learning, science communication, and chemistry education.
Chapter 5 focuses on evaluation, including an overview of current
research related to evaluation of informal science learning. Chapter 6 lays
out the committee’s framework for the design of effective communication
activities, based on the evidence presented in the previous chapter.
Chapter 6 also describes key areas for future research to support the
development and implementation of chemistry communication activities
and lists the committee’s recommendations.
Part B, Communicating Chemistry: A Framework for Sharing Science, is
a user-friendly guide to the framework for designing chemistry
communication activities. The goal of this guide is to help chemists
improve the design and evaluation of their communication activities in
informal environments.

REFERENCES
Baram-Tsabari, A., and J. Osbourne. 2015. Bridging science education and
science communication research. Journal of Research in Science
Teaching 52(2):135-144.
Bauer, M. 2014. A word from the Editor on the special issue on “Public
Engagement.” Public Understanding of Science 23(3), doi:
10.1177/0963662513518149.
Brossard, D., and B.V. Lewenstein. 2010. A critical appraisal of models of
public understanding of science: Using practice to inform theory. In
Communicating Science: New Agendas in Communication, edited by
L. Kahlor and P. Stout. New York: Routledge. Pp. 11-39.
Eddy, R.M. 2000. Chemophobia in the college classroom: Extent, sources,
and student characteristics. Journal of Chemical Education 77(4):514.
Falk, J.H., and L.D. Dierking. 2010. The 95 percent solution: School is not
where most Americans learn most of their science. American Scientist
98(6):486-493.
Fischoff, B. 2013. The sciences of science communication. Proceedings of
the National Academy of Sciences of the United States of America
110(3):14033-14039.
Hartings, M.R., and D. Fahy. 2011. Communicating chemistry for public
engagement. Nature Chemistry 3:674-677, doi: 10.1038/nchem.1094.
InterAcademy Council (IAC) and IAP-The Global Network of Science
Academies. 2012. Responsible conduct in the global research
enterprise: A policy report. Amsterdam: IAC and IAP. Available at
http://www.interacademies.net/file.aspx?id=19789 [accessed March
1, 2016].
Another random document with
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Fred, of course, had to tell Janet that there was no hope of help from
grandma.

"And I think you are right, dear, and that I had better get away at once. I
will take just what will pay travelling expenses, and keep me for a few
days. I will write and tell you where to join me. You must settle
everything here, and come as soon as I send for you. I could not stand
the—the disgrace, Janet. Every one will know to-morrow that I am
dismissed, and Henley won't be silent."

Poor, selfish Fred! He desired nothing so much as to get away before his
disgrace was known, and poor Janet, in her unselfish love, was as anxious
about it as he could be. Fred had always held his head high, and whatever
private discontent he felt with his situation, he had always been
considered a very fortunate young man, much better off than others of his
years. To meet those who had always admired and looked up to him, in
his new character, as a dismissed man and a defaulting speculator, he felt
would drive him mad. So, having kissed his two boys as they slept
sweetly in their little beds, he bade farewell to Janet, telling her to come
to Liverpool, to the Ship Hotel, Guelph Street, where he would write to
her; he could not say where he would be, as that would depend upon the
boats he might be in time for. And then he was gone; and poor Janet
crept off to bed, cold and stunned, and almost heartbroken.

CHAPTER III.
IN LIVERPOOL.
NEXT day, Janet sent for a broker, and pointed out to him such articles of
furniture as Fred had told her belonged to him. She was in the midst of
making her bargain when, to her surprise, in came Mrs. Rayburn, who had
not left her room for many days.

"Betty told me, my dear, that Mr. Pitman was here; so I guessed it was
about your piano, and I crept in, for I may as well dispose of my few
things at the same time."

And, turning to Mr. Pitman, she proceeded to point out what she claimed.
It was not very much, but it was nearly all that Janet had been speaking
about, and the poor girl reddened when she found Pitman looking
doubtfully at her. She said—

"I did not know, grandma, that these things were yours. We thought they
were ours."

"Oh, my dear, the things my kind husband bought for me? But say no
more; I know you have always had them as your own, and it was stupid
of me to—"

"No, no; I only spoke lest Mr. Pitman might think I had known it before."

The business was soon settled, and a van carried off all the Rayburns'
share of the furniture. Very bare the parlour looked, and Fred cried for his
"pitty cot," when laid to sleep in his mother's bed. Frank, old enough to be
frightened at his mother's sad face, made no plaint about anything, but
ran with messages and helped her with all his might.

Their few belongings were soon packed, and all, save one box, sent off to
Liverpool by goods train. Janet paid up her household bills for the last
week, and then everything was done. She had no one to say farewell to
save Mrs. Rayburn; her own father and mother had died since her
marriage, and her only brother had emigrated. Janet had always been a
home-keeping woman, and had no very intimate friends.

"What shall you do, grandma?" she asked. "Where will you live till you
hear of a place?"

"I shall stay here, dear, until I'm turned out; then my sister-in-law will
take me in for a few days."

"You'll write and tell me what you hear from Lord Beaucourt, won't you?
Indeed I hope he will be kind to you. I have been so hurried that I hardly
seem to feel things yet; but indeed I am very, very sorry for you. It is so
hard on you."

"It is indeed. But Lord Beaucourt is one who never forgets them who have
served him well, and my mother was his confidential housekeeper—no
common servant; more like a friend, you know—for many years, and his
lordship was always most kind to me. Of course, I shall write, and you
must write to me. How I shall miss you, dear, and my darling boys!
There's some one at the door, Janet."

"Come in," Janet called out wearily.

And in came Mr. Frank Hopper.

"Good evening, Mrs. Rayburn," he said, as she rose to meet him. The
elder woman was sitting in the shadow of the window curtain, and he did
not see her.

"This is a sad business, Mrs. Rayburn. I am sorry to hear that Rayburn

has gone away. It struck me that you might be in difficulties, and that I
had better see you."

"Of course we are in difficulties, Mr. Frank."

"Yes—but I want—I meant—in a word, Mrs. Rayburn, do you know where

your husband has gone, and—are you to join him?"

"Why, certainly I am," Janet said angrily. "Oh, Mr. Frank, how could you
think that Fred would desert me and the children?"

"It looked so bad, his going off in this way. I was afraid there might be—
debts, you know. I wished, if possible, to help you."

"No, Mr. Hopper, you cannot help me. I have money to keep us until we go
out to Fred; I could not take help from you. I think you have been very
hard on my husband. I am an ignorant woman, and perhaps ought not to
say this; but it seems to me that you have been very, very hard on him."

"You mean in dismissing him? But he knew the rules, and knew that we
never depart from them. But I don't want to talk of that. Where's my little
namesake? I have a present here for him."

"Not for him; we will not accept help from you under any names, Mr.
Frank."
"Well, I would help you if I could," the young man said quietly; "but I
understand and respect your feelings. Business men have to be guided by
rules that seem harsh to women, I am sure. Only remember, if you ever
feel that there is anything I can do, you have my address. It will give me
real pleasure to help you, Mrs. Rayburn."

He bowed and withdrew, and old Mrs. Rayburn gave young Mrs. Rayburn
a lecture for being so proud and so foolish.

"I cannot help it," Janet said. "Did you remark how it was all that he
wished to help me; not a word of kindness for Fred, who has worked
under him so long? No, I will not put up with that sort of kindness."

Janet had never left Hemsborough except to go to school in a small town

not ten miles off, so the journey to Liverpool was quite a formidable
undertaking for her. But she had plenty of commonsense, and managed
very well. She and her boys reached the Ship Hotel in safety. And now
there was nothing to do but to wait.

Waiting is always weary work, and poor Janet was anxious about her
husband and uneasy about her boys. Accustomed to play about the big
brewery yards and sheds, where every one knew them and took more or
less care of them, the boys fretted if she kept them in her room in the
hotel; and yet the street and the adjoining quays did not seem a safe
playground for them. The hotel was very small, very crowded and noisy,
and by no means cheap. However, Janet lived as cheaply as she could;
and at last a letter came.

Fred wrote from New York, not, as she had hoped, from Halifax, for she
had wished him to go there to be nearer to her brother. He had as yet
failed to get permanent employment. He could just live, and that was all.
People told him that he was not likely to get good employment in New
York. Yet what could he do? He had not funds now to go to her brother in
British Columbia, and he feared it would be some time before he could
save enough. She must husband her money, and stay in England for a
while, for if she came to him now, what he feared was, that they would
sink into the class that just lives from hand to mouth, and that the boys
would get no education. She was to write to him at once, for he longed to
hear of her and the boys. Frank and Fred must not forget him.

Janet thought long and deeply over this letter, and the immediate result of
her meditations was that she wrote to Mr. Frank Hopper. Poor Janet! She
felt very reluctant to do it.
 "Ship Hotel, Guelph Street,
Liverpool.

"DEAR SIR,

"You were kind enough to say that you would help me

if you could. Will you give me a few lines which I may show
to any one here to whom I may apply for work? I am quite
unknown here, and my husband and I have decided that it
is better for me not to join him just yet. I think he will
most likely go after a time to my brother in British
Columbia, and there is no use in my going out till I can go
there direct. I am a very good dressmaker, and wish to find
work in order to help my husband.

"Your obedient servant,

"JANET
RAYBURN."

Mr. Hopper at once sent her a letter which answered her purpose. She
was fortunate enough to get employment in the cutting-out department of
a great shop in Bold Street, where she gave such satisfaction that she was
told that she should be the head of the department when the lady now
over it married, which she was about to do soon. She was free at about
seven o'clock, and might be free rather earlier in winter.

She sent the boys to a little preparatory school in the street in which she
now lodged, Frank to learn, and Fred to be safe; and the servant at the
lodgings undertook to give them their dinner when they came home, and
on fine days to let them play in what she (perhaps satirically) called the
garden, and generally to keep a watch upon them. Then she was able to
write to Fred to say that she had got employment which, with the few
pounds she kept, would support her and the boys for a time; and she sent
him all the rest of the money she still had, urging him to go to her brother
Gilbert, and "not to be longer about sending for her than he could help,
for she felt very sad without him."

Poor Janet! She would not have admitted to any one, even to herself, that
she in the least distrusted her husband. Yet, in doing this, she was
unconsciously influenced by a touch of distrust. She felt that if she kept
money enough to take her and the boys out, maybe Fred would go on just
keeping himself; he had never taken kindly to steady, dull work, and this
kind of life might have some strange attraction for him. Whereas, if he
knew that she was working hard, and that he must send her the passage-
money, he would certainly feel quite differently. As for herself and the
children, she had no fears. God would take care of them.

But God's ways are not our ways; and Janet's simple faith was to be
sorely tried. And it stood the trial, because it was simple and humble.
When things happened that she did not expect, Janet did not forthwith
conclude that God had forgotten His promises; she concluded that she
had not fully understood them.

The summer was now past, and the winter was a severe one. Liverpool is
a very cold place, too, and Janet felt it herself, though she did not actually
suffer in health. But the children caught cold again and again. They would
creep back to their rather dreary home when school was over, with their
little overcoats unbuttoned, and their warm comforters forgotten. After a
time, Janet succeeded in teaching Frank that it was his duty to take care
of Fred, and of himself too, because it made poor "muddie" so wretched
to see them ill. From that time, Frank remembered; and it was touching
to see the tender, protecting care he took of little Fred, who really
suffered far less from cold than did Frank himself. Frank grew tall and thin
and white, but he never complained, for "poor muddie would be sorry, if
she knew how his bones pained him."

Looking back upon that time in Liverpool, it always seemed to Janet very
long, yet it really lasted but a few months. She heard regularly from her
husband, and he wrote in good spirits. He had set out to join Gilbert Gray,
but, having reached a town called New Durham, in British Columbia, he
fell in with an acquaintance who was in business there, and who had put
him up to one or two very good things; he would soon be quite
independent. In sending him that money she had, he thought, laid the
foundation of a fine fortune; but he would send her the passage-money
very soon now.

All this made Janet uneasy, she knew not why. She felt a little uneasy,
too, about grandma, as Mrs. Rayburn had for years been called in the old
Gatehouse, for she had never heard from her since they parted, though
she had written to her. However, in the spring she had a letter from her.

"Kelmersdale Castle, near

Rugeley.

"MY DEAR JANET,

 "I am afraid you are thinking me very unkind, getting
letters from you and never writing to you; but you will
understand how this happened, when I tell you how I have
been knocked about. I am glad you have found work that
suits you, but, in your place, I would have gone after Fred
at once. I love him like a mother, but, after what
happened, I think him weak, and I hardly expect now that
you will ever get out to him. You ought to have left the
children in England and gone after Fred. No risk in leaving
them for a time; any one would be kind to those darlings.
But I suppose it is too late now, as you parted with the
money.

"As for me, a letter from my lord came the day after
you went away, offering me my choice of two situations,
matron of a big orphanage near Stafford, or housekeeper
at Kelmersdale Castle. The matronship was the best pay,
so I took it. But, my health being so feeble, I found the
work too much, and after my little darlings, Frank and
Fred, the children seemed a dreadful lot, and after a few
weeks, I wrote to my lord to say my health would not
stand it, and that if the other place was still open, I would
prefer it. I am thankful to say my lord had not been able to
suit himself, so I came to the Castle, and I just wish I had
the dear boys here, with such places to play about, and
every comfort.

"The place is very old, and was once besieged. I am

learning all the history off by heart, for many a shilling can
be got by showing visitors over the Castle in summer. My
lord never lives here long, but comes on business or for the
shooting. The living rooms are small, with thick walls and
little windows high up. My rooms are very comfortable, and
I have servants under me, and am to see all kept in order;
the armour, and old pictures and furniture. But, except just
when the earl is here, I have little to do but to amuse
myself like any grand lady. The salary is small, or I should
send you a present, as well I might after all your kindness
to me, which I can never forget. I hope the darling boys
have not forgotten grandma. I seem to hear Frank calling
me, dear little rogue. Some day you must all come and pay
me a visit; I know my lord will give leave.
 "You say the boys go to school, but in the summer
holidays they might be glad of a change. But take my
advice and get after Fred as soon as you can; don't lose
your hold over him, it will be the ruin of him.

"Ever your affectionate mother,

"LYDIA RAYBURN."

"Oh, I wish people would not say things like this to me!" cried Janet,
unconscious that no one had said anything to her about her husband
except Mrs. Rayburn and her own anxious, loving heart.

Mrs. Lydia Rayburn little thought when she penned that letter, so full of
patronizing kindness, what the effect of her words would be; for
simpleminded Janet believed that she meant every word most sincerely.

She sent the letter on to Fred, and said to the two children, "How fond
grandma is of you both, boys!"

To which Frank replied thoughtfully, "Is she, muddie?"

Soon after this Fred failed to write for some weeks, and Janet was getting
seriously uneasy, when she received a letter from her brother; not one of
his usual brief epistles, but a long, closely written letter with a money
order enclosed.

"Old Man's Ferry Farm, Gattigo,

British Columbia.

"MY DEAR SISTER,

"I do not know whether what I must now tell you will
be a surprise and a shock to you or not. Of course, I could
see that you were not speaking out quite frankly about
your husband and the loss of his good place; not that I am
blaming you, for he is your husband, and you are bound to
stick to him. You wrote me word that he was on his way to
me, and I laid out my plans for giving him and you a start
here if I could. But he did not turn up, and only ten days
ago I got a letter from a lawyer in New Durham—a rising
new town a good way from us—enclosing a letter from
Rayburn.
 "Not to make too long a story of it, your husband told
me that he had been on his way to me, five months ago,
when at New Durham, he fell in with an old friend, and
went into some kind of business with him, putting all the
money he possessed into it. They seemed prosperous for a
time, and Rayburn declares that he did not know that the
articles they were selling were regular cheap locks and
stoves and such things, with good English names on them,
which this fellow Turner had got made out here, and not
even of good materials. Of course, this could only go on for
a time—people here are no fools—and Turner must have
found out that he was suspected, for he made off with all
he could get hold of, and left Rayburn to bear the
consequences. Rayburn had a narrow escape of being
roughly handled by a lot of fellows who had come to the
town together to have it out with Turner. In these half-
settled places people have a very short kind of justice, but
he got away out of the shop with a whole skin, and was
taken up for the cheating. Then he told the lawyer that he
was my brother-in-law, and that I could speak for him, and
so they sent for me. I went, of course, and found him very
ill, I really think from fretting, for there is no doubt that he
was badly treated by Turner.

"They have not caught Turner, and now they will hardly
do so; and I think Rayburn will get off for want of evidence
against him. I would get him out on bail, but that he is so
ill, that it is better for him to keep quiet. When he is free, I
shall take him home with me, and Aimée will nurse him till
he is all right again. And, if I find it possible, I may still do
what I was thinking of—start an hotel in Gattigo to be
supplied from my farm, and you and Rayburn to manage it.
If he had come direct to me, all would be easy. Now I fear
it may be a feeling against him, and in that case it would
be risking money in setting up the hotel, and it is a great
pity, for he is the very man for the place; he has such a
pleasant manner. But there is no use in crying over spilt
milk. I wish he was not your husband, for, truth to say, I do
not like this business, though I cannot help liking him. And
I will do what I can for your husband.

"Now, Janet, the fact is, if you have as much good

sense and good principle as I believe you to have, you
 ought to come out by the next boat, and join Rayburn, and
not part with him again. In some way we will find an
opening for him, and with you beside him, and me at your
back—particularly now you are on your guard—he may yet
do very well. He is feather-headed, easily taken with
anything new, and impatient of slow gains. Rayburn says
you are to send the boys to their grandmother, who is sure
to take good care of them, being very fond of them. He
desired me to say that on no account are you to bring
them with you, if Mrs. Rayburn will take them for a while,
as he is very anxious that they should never hear of his
being in prison here. I think myself that it would be better
for you to come alone, and we will get them out as soon as
we know what you and Rayburn will do; but there may be
no use in your settling here, and it will be better to get
them to the place you finally decide upon, direct.

"I enclose money for your journey, and, on the other

side of this sheet, I will put down your exact best way, and
all particulars I can think of. Do not lose a boat, and come
direct to Gattigo. Rayburn will probably be here before you.
The hotel plan, if still possible, would be the best for him
and for you; but, unless you are here, I will not risk it.
Besides, having you with him will make him seem more
dependable and respectable, and, you see, he has made a
bad start, and has a prejudice to get over. Do not think me
unkind, though I know I may seem so, because I am not
used to much letter-writing, and do not know how to wrap
things up.

"My wife is just longing for you to come; there is not a

woman she cares about within many miles of us.

"Your affectionate brother,

"GILBERT GRAY."

Then followed the directions for her journey, which were so clear and
minute that a child could have followed them.

A year ago the idea of such a long lonely journey would have reduced
Janet to tears and misery; but she had learned to know her strength, and
it was not her own part in the matter that frightened her. Nor was it the
leaving the boys at Kelmersdale, for she had no doubt of their well-being
there, and had been thinking of asking grandma to take them for a
fortnight or so, as Frank would be the better for a change of air. She had a
brave heart and a childlike faith, and thought but little of herself; but oh,
what bitter tears she shed over that letter! But she lost no time; in half an
hour after the letter came, she was in the office of the line of boats Gilbert
had named, inquiring when the next left Liverpool.

CHAPTER IV.
KELMERSDALE.

JANET found that the next boat would sail in four days; so, if she could be
set free from her engagement at Gair and Co.'s, she could well be ready
in time, even if she had to take the children with her. For, of course, if
Mrs. Rayburn either could not or would not keep the little ones, they must
needs go with her.

The first thing to be done now was to telegraph to Mrs. Rayburn. She
passed an office on her way to Gair's. She sent her message, but only
said, "Can you send to meet us at Rugeley to-morrow?"

"I can explain much better when I am with her," she thought; "and if she
cannot take the boys, the expense is not very great, after all."

Having arranged for the answer to be sent to Gair's, she went thither
herself, arriving five minutes late, for the first time.
"Has Mr. Simmons come yet?" she asked a young man who was arranging
the window.

"He's in the office, Mrs. Rayburn."

And to the office Janet repaired. There she told her story, with certain
reservations. Her brother, she said, had sent her money to go out to
Canada to her husband, who was ill. When he recovered, her brother
knew of a promising opening for him, in which her help would be
necessary. Her month's salary was nearly due, but she was willing to
forfeit it, if she might go at once. There was no press of work, and Miss
Green was a very capable cutter-out. Mr. Simmons, a slow and solemn
man, rather thought that such an abrupt departure was impossible, but
would speak to Mr. Gair. Luckily for Janet, it was kind old Mr. Gair who was
in the office, and he came out to speak to her himself.

"We're sorry to lose you, Mrs. Rayburn, but we will not stand in your way,
as the matter seems of consequence. Pay Mrs. Rayburn up to the first of
July, Simmons; she has been a steady and useful worker."

Finally, the old gentleman sat down and wrote her a regular discharge.

"Keep that, Mrs. Rayburn," he said, looking kindly at the anxious young
face. "It may prove useful, though I hope your husband will do well. Do
you take your children with you?"

"No, sir; I shall take them to Kelmersdale Castle, near Rugeley, where
their grandmother is the housekeeper. If she can keep them, I am to
leave them with her for a time."

"Well, good-bye, good-bye," said Mr. Gair, retreating hastily towards his
private room, for his sons were wont to laugh at him for being always
ready to interest himself in any one. But he took a parting glance at
Janet, and something in the youth, sweetness, and determination in her
face touched his heart. Muttering, "I will now; they may say what they
like, just for once I will please myself," back he came.

"Are you sure you can manage all this for yourself, Mrs. Rayburn? Is there
anything that I can do for you?"

Janet looked up in his face with a somewhat tremulous smile.

"I have been so afraid," she said, "but if every one is as kind as you are—
but, indeed, that is not likely. I don't know how to thank you, sir; your
kindness gives me such courage."
"I think you have plenty of courage," the old man answered, "and a better
Friend than I can be. One who can go with you, and yet be with the
children at home. Is it not so?"

"Oh, it is—it is indeed! Yes, I can say that sincerely."

"Then you serve my Master, and so you need never be afraid, for you will
be cared for. God bless you, child."

Janet left the shop with that blessing warm at her heart. She went home,
and busied herself in getting the boys' clothes together and packing them.
She took a cabinet photograph of her husband and cut away the edges, to
make it fit into a little miniature case she had among her few ornaments:
this she meant to give to Frank. She made a list of the things in the trunk,
which she carefully packed for the children. While thus employed, the
answer to her telegram was sent on from Bold Street. It was brief, but
said that a vehicle should be at the station to meet the 12 a.m. train.

Then the boys came home from school, and Janet nearly broke down
when she heard their shout of rejoicing when they saw her at that unusual
hour. When she had given them their dinner, she took Fred on her knee
and put her arm round Frank, as he stood beside her.

"Now, listen to me, my little boys. I have something to tell you which you
will not like, and neither do I; but it cannot be helped, and I want you
both to be good—very good—and so help me to bear it. For I must go
away and leave you for a time, and—and—it nearly breaks my heart."

"Leave us—here, muddie?" Frank said, fixing his blue eyes on her face,
and growing white in the endeavour to "be good."

"Won't be left," said Fred, sturdily; "we go wif you."

"Not here, Frank, and not alone. To-morrow, I shall take you to a beautiful
place in the country, where I hope to leave you with grandma. There you
will have green fields to run about in, and grandma to take care of you.
You remember grandma, Fred, don't you?"

Frank had slipped down, and sat on the floor at his mother's feet, staring
up at her, and keeping unnaturally still, with every trace of colour gone
from his face. And there he still sat, when Fred had forgotten all about
this terrible parting and was playing merrily about the room, and Janet
was completing the packing of the box.
"Why must you go, muddie?" he cried at last, catching at her dress as she
passed him.

"My darling, my little Frank, don't look like that. I would not leave you if—
if I could help it. Father is ill and, wants me. When he is well, you shall
both come to us."

She sat down and lifted him upon her knee.

"The time will pass quickly, Frank. See, here is father's picture—I give it to
you; keep it safe, and show it to Fred, that he may remember him. And
you will be good, and not make poor muddie fret. And you will take care
of Fred, and try to keep him from being troublesome to grandma."

"I will try," Frank said. "May I go to bed, muddie? I'm tired, and don't
want any supper to-day."

Janet was rather frightened, he looked so white and weak. She put him to
bed, and brought him some bread and milk, which he took to please her.
When she woke him next morning he seemed quite himself again, and,
having said his prayers, he came and stood before her, saying earnestly—

"I will try to be good, muddie, and I promise to take care of Fred all I
can."

And he was good, poor little fellow, giving no trouble whatever, and trying
to keep Fred quiet during the journey. But Fred had bound himself by no
such promise, and was in uproarious spirits, making noise enough for half
a dozen.

At Rugeley she left the train and looked about for some one from
Kelmersdale. Presently a short, square-built, awkward young man came
up to her, making a clumsy bow, which he accompanied by a curious
movement of one foot, like the pawing of an impatient horse. But it was
shyness, not impatience, that made him paw.

"Be you Mrs. Fred Rayburn?"

"Yes; is Mrs. Rayburn here?"

"No, but I have the taxcart here for you and the children. Be this your
box? Come along, then."

With a final paw, which sent the gravel flying, he picked up the box and
led the way to where he had left the taxcart. Janet sat in front beside the
driver, with Fred in her arms, for she could not trust the excited child out
of her sight. Frank and the box kept each other company, and Frank was
glad, for he wanted to cry just a little without "making muddie cry." It was
a lovely drive, but none of them saw much of it.

At last they drove through a great heavy gate into a paved court, walled
on three sides, and with a large pillared porch on the fourth, with a great
broad flight of stone steps leading to a large iron-studded door. This was
wide open, and just inside stood Mrs. Rayburn, and with her a young
servant, in white cap and apron and blue satin bows.

"Well, Janet dear, here you are, and here are my darling boys," Mrs.
Rayburn cried. "It was a surprise—your telegraph saying that you were
coming. Why, Frank looks but poorly; a little country air will do him good.
Jacob, bring in that box. Fred's grown a little; as to Frank, he's run up far
too fast for strength. Come to my sitting-room—isn't this cosy? Maria,
we'll have dinner as soon as 'tis ready."

Maria departed, and Mrs. Rayburn went on.

"So you have a holiday—how long is it, Janet? I hope you can stay some
time. My lord is never here except during the shooting season, when he
has a party for the sport; so I can do just as I like. And I advise you to
leave the children with me just for a bit—just till Frank picks up a colour
and a little flesh. He looks very peaky."

"Yes; Liverpool does not agree with him. May the boys run out and play in
the court, Mrs. Rayburn? I want to talk to you alone."

"I'll just send and get the gate shut, and then they'll be as safe as
possible."

She left the room, and soon a man crossed the yard and shut the gate.
The two boys went out, but only into the porch. Fred was so sleepy that
he was glad to sit on the stone steps with his head on his brother's
shoulder. Frank, white and weary, knowing the whereabouts of every bone
in his body by a separate ache, yet manfully held the little one in his
arms, and sat gazing at the paved court and the high walls. Somehow he
felt like a bird in a cage.

"Now, Janet, we're alone. Let's have a talk till dinner is ready."

"Mrs. Rayburn, do you think Lord Beaucourt would be annoyed if you had
my boys here for a time?"
Having just asked them to stay, Mrs. Rayburn could not very well tell a
different story now; but when she made that request, she had no idea
that Janet would part with her darlings for so much as a week. But, after
all, the boys could not be in her way. The house was large and the
weather warm; they could be out for the greater part of the day, and they
would not cost her a penny. So, after an almost imperceptible pause, she
said—

"My lord annoyed? Oh, dear, not at all. My mother, you know, was a
confidential servant—almost a friend; and he is just as kind to me. If you
like to let Frank stay here, I'll take the best of care of him—you know
that."

"Yes; so you said in the kind letter I sent on to Fred. And he has sent me
word by my brother to leave them with you if you really can have them
without being troubled about it afterwards."

"To leave them both?"

"Yes; Fred is ill and in trouble, and Gilbert says I had better go at once.
Gilbert has plans for us, but it is not quite certain yet where we shall be. I
am to go to Gattigo to my brother, and Fred will meet me there, and when
we know where we shall settle, we will get the boys out. It will not be for
long. Gilbert thinks of setting up an hotel in Gattigo, with Fred and me to
manage it. And when we are quite settled, and can make you
comfortable, you must come out to us, grandma. However pleasant things
may be made for you here, it is not like being in your own house with
your own people."

"No, indeed, Janet, it's a deadly dull life here for one used to sociability
and a large town. I often think of Hemsborough and the dear old
gatehouse. I might be of use, too, in an hotel. Well, Maria is a good girl,
and will help me willingly, and, as you say, it will not be for long. And
what trouble is Fred in, poor dear fellow?"

"He went into partnership with a man he had known before, and this man,
Turner, was not dealing fairly, and he had to run away, and Fred's money
was all lost."

"If this Turner is the man who broke some years ago in Hemsborough,
Fred ought to have known better than to have dealings with him. So he
lost all he had?"

"Yes—but it was not much. Gilbert has got on very well, and seems sure
that this hotel will succeed. But Fred was ill when the letter was written,
and Gilbert says I ought to be there. They both wish me to come without
the boys, but if you cannot have them, I shall take them with me." And
Janet's face brightened a little, for oh! How much rather would she take
them than leave them!

But Mrs. Rayburn was determined not to say anything which could make
Janet think that her position at Kelmersdale was not as independent and
pleasant in every way as she had represented it, so she declared that my
lord would be quite pleased to know that she had the darling boys for
company.

"For he knows it is a lonely life here, and he is so kind-hearted. But, you

see, things were going all wrong for want of a really trustworthy
confidential person at the head of the household. He will not be here till
the middle of August, and perhaps not till September. Of course, they
might be in the way then. But there's time enough, and you know, Janet,
I'd do anything for you and Fred."

"I knew you would do this, if you could, so I have brought all their
clothes. I must get back to Liverpool; the steamer sails on Thursday,
early."

"Then you can stay here to-night. Do you think I'm going to let you travel
back to-night, and you looking so tired and worn? No, no, stay for the
night, and you'll see where the little darlings are to sleep, and how
comfortable I shall make them; as well I may, remembering all your
kindness to me, and how you nursed me when I was ill."

Her cordiality increased as she thought over the hotel project, and
considered how pleasant it would be, when all was comfortably settled, to
rejoin her stepson in Gattigo. Life at Kelmersdale was very dull to a
woman whose idea of enjoying herself meant much gossip and many
sociable tea-parties.

"I will stay, as you are so kind," Janet said, yet in her heart she wished
she had the courage to go, and have the parting over.

Maria, a good-natured girl, with very little to do, seemed rather pleased at
the prospect of a visit from the children, and said that the last
housekeeper had a niece who used to stay with her for months at a time.
There was a turret-room, six-sided, at the end of the passage on which
Mrs. Rayburn's rooms opened, and this was got ready for the boys. Janet
unpacked and arranged their clothes herself; and at night she tucked
them up in an old-fashioned little bedstead, with a high back of carved
wood. Conspicuous among the carving was an earl's coronet, which had
once been gilded; I suppose some baby Earl of Beaucourt had once slept
in the bed which now held poor Janet's boys. They slept as sweetly as any
earl, and even Janet slept, worn out.

Next day, Janet said she must catch the train for Liverpool, which was due
at Rugeley at a little after eleven. She had still a good deal of packing to
do, some things to buy which she would want on the passage, and she
must go to the school the boys had attended and pay what was due there.

She would not take the boys to Rugeley with her. When Jacob and the
taxcart came to the door, she kissed Mrs. Rayburn, and whispered—

"Be—be tender with them. They have never had a harsh word. Frank will
give you no trouble, and if Fred is not quite so good, oh! Have patience
with him, he is but a baby. Good-bye, and thank you for all your
kindness."

Then she knelt down on the stone floor of the hall, and held her boys to
her heart for a few moments. Fred set up a lamentable howl, but Frank
only gazed at his mother with wide eyes and a pale face. Janet rose, and
walked hurriedly out into the porch; Jacob helped her into the cart, and in
a moment they were gone.

"Come back, come back, muddie!" shouted Fred; "Take me wif you. I
won't stay here."

"Nonsense, child!" said Mrs. Rayburn, catching him as he broke away from
Frank and ran towards the door. "You've got to stay here. Come along to
my room and watch the cart; you can see it from the window there."

When the cart had passed the last turn in the long road through the park
at which it could be seen, Fred set up another roar. Mrs. Rayburn lifted
him up, and went to where her spacious easy-chair stood, where she sat
down.

"Stop that, Fred. Come here, Frank. Now, listen to me, both of you. You
are to stay here for a time, and if you're good, you'll have a pleasant time
of it. And I dare say you will be good, after a time, but you're both just a
bit spoiled, because your mother is too soft in her ways with you. Now,
I'm not like her."

"No, grandma," said Frank, with conviction.

"And if you're naughty or noisy or mischievous or troublesome in any way,

I'll give you a right good whipping. If you'll be good, you'll find yourself
very well off. And when you've had a whipping or two, I've no doubt I
shall have no more trouble with you. Come, now, get your hats, and I'll
show you a place where you may run about and play."

She took them out into the paved court, and across to a small iron gate,
and, when she had unlocked and opened this gate, Frank cried out with
surprise and delight—

"Oh, muddie, muddie, if you could just see this!"

On hearing this imprudent mention of "muddie," Fred began to roar; but

he received a very prompt cuff on the side of his curly head, and ceased,
staring hard at grandma.

To confess the truth, Fred had been quite spoiled by being the pet and
plaything of the school he attended with Frank—and, indeed, of the house
where his mother lodged also. He was a very handsome child, being like
his father, and he was also a self-willed little monkey, who liked his own
way, and was but little used to contradiction. Seeing "muddie" but for a
short time each day, he was always very happy and tolerably good with
her, so that poor Janet had little idea that her son had learned to get his
own way—entirely with Frank, and to a great extent with others—by
howling loudly when not pleased. Thus I may say that I do not altogether
grudge him a little discipline, though a box on the ears is not a safe way
to apply it.

Frank took his brother's hand, and drew him through the little gate into a
large, old-fashioned garden, primly and stiffly laid out, and full of various
flowers, though there was nothing very fine or rare. But to a child a flower
is a flower, and there were walks to run up and down, little thickets of
evergreen to explore, and, in the middle, a marble basin full of gold-fish.
In fact, it was a Paradise, and in this Paradise, these two little Adams
were to be left to their own devices.

"I shall come for you at two—that's my dinner-time, children. You must
not walk on the beds nor pick flowers nor do any mischief, but play about
and amuse yourselves. And I do hope, Frank, that you'll pick up a little
colour, for at present, you're a show. I shall lock you in. Now mind, if you
do any mischief, I shall whip you soundly."

To leave two boys, one not quite seven and the other only four, alone in a
garden full of flowers, and to expect them to gather none is to expect too
much of such very young human nature. Frank would never have done it,
but Fred did; and Frank, though he disapproved, did not actually interfere
to stop him.
Mrs. Rayburn spent the rest of the morning in writing to Lord Beaucourt,
telling him what had happened (in her own way), and asking leave to
keep the boys with her until their parents sent for them. As she had
before given Lord Beaucourt to understand that Fred Rayburn was a ne'er-
do-weel, who had ruined her, and his wife a silly, shiftless body, who
never saw what mischief was going on, while she herself was a most
amiable, trustful being, whose little all had been made away with by this
thriftless pair, the earl was quite ready to pity her. He wrote that he was
sorry that she had new difficulties with her stepson, but that the children
would be in no one's way at Kelmersdale, and she could keep them, if she
liked. This answer, of course, did not come for two or three days.

At two, Mrs. Rayburn went to the garden for the two boys, caught them
red-handed—that is to say, Fred had his hand full of some gaudy tulips
and china roses—and proceeded to administer what she called justice at
once. She had found them near the marble basin, and on the edge of this
she sat down.

"Did you hear me say that you were not to touch the flowers? Yes, you
certainly did. And I said that if you did, I should whip you soundly."

"If we did any mischief, you said, grandma," answered Frank.

"And what do you call that?" pointing to the flowers in Fred's hand. "And
what do you suppose Mr. Ross, the gardener, will say when he misses
them? And the beds all trampled on, I suppose?"

"No, indeed, grandma, we never went on the beds at all. We did no

mischief—flowers don't mind being picked."

"Don't you stand arguing there, sir; you were always one for arguing. It
was all your fault, for Fred's only a baby, so I shall let him off this time."

And seizing Frank, she proceeded to lay him across her knees, and gave
him a smart whipping. Then she set him on his feet, all flushed and giddy.
The first thing he saw was the row of windows that overlooked the
garden, and I think that the shame of having possibly been seen
undergoing such disgrace was worse than the whipping.

Fred, hitherto staring, open-mouthed and terrified, now began to

whimper.

"Oh, Fwank, was it for the f'owers? You said she'd be angwy. Beat me too,
you bad woman. 'Twas me took 'em; Fwank begged me not."