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Contents

Preface xxiii
About the Author xxvii

Part I Profession and Principles of Audiology 1

Chapter 1 Audiology Yesterday and Today 1
Learning Objectives 1
Chapter Focus 1
Key Terms 1
What Is Audiology? 2
Audiology Yesterday 3
Scientific Foundation 3
Birth of Audiology 4
Audiology Grows Up 5
Major Developments in the New Profession 5
Education of Audiologists 7
Historical Perspective 7
The Doctor of Audiology (AuD) Degree 7
Wanted . . . PhD Audiologists! 10
The Clinical Scholar 11
The Profession of Audiology Today 11
Current Clinical Services 11
A Diversity of Work Settings 13
Global Audiology 16
Professional Issues and Organizations 17
Credentials and Codes 17
Organizations 18
A Highly Ranked Profession 19
A Dozen Reasons to Consider a Career in Audiology 19
Pulling It All Together 20
Reading 20

vii
viii Contents

Chapter 2 Sound, Acoustics, and Psychoacoustics 21

Learning Objectives 21
Chapter Focus 21
Key Terms 21
Properties of Sound 22
Vibrations 22
Frequency 27
Intensity 32
Duration 38
Psychoacoustics 40
Pitch 40
Loudness 41
Duration 43
Audibility of Sound 44
Minimal Auditory Field (MAF) and Minimal Auditory
Pressure (MAP) 45
Reference Equivalent Threshold Sound Pressure
Levels (RETSPLs) 45
Propagation of Sound 46
Speed of Sound 46
Inverse Square Law 46
Interference with Propagation of Sound 47
Complex Sounds 48
Transient Sounds 49
Noise 49
Speech 50
Music 51
Environmental Sounds 52
Pulling It All Together 52
Readings 52

Chapter 3 Anatomy and Physiology of the Auditory and Vestibular

Systems 53
Learning Objectives 53
Chapter Focus 53
Key Terms 53
General Anatomical Terms 54
Peripheral Auditory System 54
Outer Ear 54
Middle Ear 57
 Contents ix

Inner Ear 62
Eighth Cranial Nerve 72
Central Auditory Nervous System (CANS) 75
Ascending Auditory Pathways and Centers 75
Auditory Brainstem 77
Thalamus 79
Auditory Cortex 80
Additional Auditory Regions 81
Efferent Auditory System 81
Vestibular and Balance Systems 82
Peripheral Vestibular Apparatus 83
Central Vestibular Nervous System 84
Pulling It All Together 85
Readings 85

Part II Audiology Procedures and Protocols 87

Chapter 4 Preparing for Hearing Assessment 87
Learning Objectives 87
Chapter Focus 87
Key Terms 87
Patient Rights and Consent 88
Adults 88
Children 88
Professional Liability and Responsibilities 88
The Hippocratic Oath Adapted to Audiology 88
Preventing Medical Errors 89
Patient Privacy, Security, and Confidentiality 89
Patient Safety Is Priority #1 91
Initial Patient Encounter 92
Importance of the First Impression 92
Patient History 93
Physical Examination of the Ear 95
Hearing Test Environment 96
Noise Requirements for Hearing Testing 96
Sound-Treated Rooms 98
Equipment Calibration 99
Calibration Equipment and Standards 99
The Calibration Process 99
x Contents

Biological Calibration 100

Importance of Calibration 100
Patient Responsibilities and Requirements in Hearing Testing 101
Behavioral Hearing Testing Is Subjective 101
Factors Influencing Behavioral Test Results 101
Preparing the Patient for Testing 103
Introducing the Patient to the Test Room 103
Location of Patient in the Sound Room 104
Patient Instructions 105
The Art of Earphone Placement 106
Bone Vibrator Placement 107
Patient Response Mode 108
An Introduction to Masking 110
Good Clinical Etiquette 110
Pulling It All Together 111
Readings 111

Chapter 5 Pure Tone Audiometry 112

Learning Objectives 112
Chapter Focus 112
Key Terms 112
What Is Pure Tone Audiometry? 113
Test Equipment 113
Audiometers 113
Earphones 119
Bone Vibrators 120
Loudspeakers 120
Automated Audiometers 120
Principles of Pure Tone Audiometry 122
Definition of Hearing Threshold 122
Audiometric Zero 122
Test Frequencies 122
Preferred Method for Pure Tone Threshold Measurement 122
Guidelines for Pure Tone Hearing Threshold Measurement 123
Techniques for Pure Tone Hearing Threshold Measurement 123
Test-Retest Reliability 126
Bone Conduction Pure Tone Audiometry 126
Anatomy of Bone Conduction Hearing 127
How We Hear by Bone Conduction 127
 Contents xi

Technique for Bone Conduction Hearing Threshold

Measurement 128
Which Ear Is Tested First? 129
Introduction to the Audiogram 130
What Is an Audiogram? 130
Audiogram Formats 131
Pure Tone Average (PTA) 135
Degree of Hearing Loss 137
Why Is Hearing Loss Described in dB and Not
Percentage? 138
Types of Hearing Loss 139
Audiogram Analysis 144
Degree of Hearing Loss 144
Configuration of Hearing Loss 144
Pulling It All Together 146
Readings 146

Chapter 6 Speech Audiometry 147

Learning Objectives 147
Chapter Focus 147
Key Terms 147
Overview of Speech Audiometry 148
Test Equipment 149
Diagnostic Audiometer 149
Devices for Presenting Recorded Speech Materials 151
Sources of Recorded Speech Materials 152
Test Environment 152
Sound Requirements 152
Patient Responsibilities and Responses 153
Adults 153
Children 154
Speech Threshold Measures 154
Detection or Awareness of Speech 154
Threshold for Speech 155
Live Voice versus Recorded Techniques 161
Loudness Levels 163
Word Recognition Performance 164
Development of Speech Recognition Materials 165
Variables in Word Recognition Performance 166
xii Contents

Speech Recognition and Pure Tone Hearing:

The Count-the-Dots Method 172
Response Factors in Word Recognition 174
Word Recognition Testing in Young Children 176
Word Recognition in Background Noise 177
Pulling It All Together 178
Readings 178

Chapter 7 Masking and Audiogram Interpretation 179

Learning Objectives 179
Chapter Focus 179
Key Terms 179
Overview of Masking 180
What Is Masking? 180
Why Is Masking Needed? 180
When Is Masking Needed? 181
Historical Perspective 181
Challenges in Masking 181
Mastering Masking 182
General Rules of Masking 182
Principles of Masking 183
Interaural Attenuation 183
Too Little or Too Much Masking 185
Effective Masking 186
Occlusion Effect 186
Central Masking 187
Masking in Pure Tone Audiometry 187
Air-Conduction Testing 187
Masking in Bone-Conduction Testing 191
Masking Noises in Pure Tone Audiometry 193
Masking in Speech Audiometry 194
Revisiting the Advantage of Insert Earphones 194
Differences between Masking during Pure Tone and Masking During
Speech Audiometry 195
Masking Techniques 198
Unmasked Then Masked 198
Mask Immediately 198
Determining Effective Masking 199
Speech Audiometry 201
 Contents xiii

Masking Dilemma 201

Example of Masking Dilemma 201
Solving the Masking Dilemma 202
Concluding Comments about Masking 203
Understanding the Principles of Masking 203
Final Advice 203
Audiogram Interpretation 204
The Art of Pattern Recognition 204
Audiogram Interpretation 101 205
Case 1: Sensorineural Hearing Loss 206
Case 2: Conductive Hearing Loss 209
Pulling It All Together 210
Readings 211

Chapter 8 Electroacoustic Measures of Auditory Function 212

Learning Objectives 212
Chapter Focus 212
Key Terms 212
Overview of Electroacoustic Tests 213
Clinical Uses of Electroacoustic Tests 213
Acoustic Immittance Measures 214
Historical Perspective 214
Principles of Acoustic Immittance Measurement 215
Performing Acoustic Immittance Measurements 219
Clinical Acoustic Immittance Measures 221
Wideband Reflectance Measurement 227
Acoustic Reflex Measures 228
Case Studies: Audiogram and Acoustic Immittance Findings 234
Case 1 234
Case 2 234
Otoacoustic Emissions (OAEs) 235
What Are Otoacoustic Emissions (OAEs)? 235
Historical Overview 236
Anatomy and Physiology 237
How Are Otoacoustic Emissions Recorded? 239
Transient Evoked Otoacoustic Emissions (TEOAEs) 240
Distortion-Product Otoacoustic Emissions (DPOAEs) 241
Analysis of OAE Findings 243
xiv Contents

OAEs and Auditory Function 244

OAEs and the Audiogram 244
Clinical Applications of Otoacoustic Emissions 246
Combined Acoustic Immittance and OAE Devices 246
Pulling It All Together 247
Descriptions of Cases 1 and 2 248
Readings 248

Chapter 9 Special Speech Audiometry Tests and Auditory Evoked

Responses 250
Learning Objectives 250
Chapter Focus 250
Key Terms 250
Rationale for Special Testing 251
Going beyond Simple Testing 251
Three Case Examples 252
Why Special Tests Are Important 253
Special Speech Audiometry Procedures 253
What Are Special Speech Audiometry Tests? 253
Historical Origins in the 1950s 253
Clinical Applications in the 1960s 255
Clinical Value of Special Speech Tests 256
Test Reliability and Validity 257
Evidence-Based Tests 257
Performance-Intensity (PI) Functions for Phonetically
Balanced (PB) Words 257
Distorted Speech Tests 260
Tests of Speech Perception in Noise 263
Dichotic Listening Tests 268
The SCAN Test Battery 272
Auditory Brain Stem Response (ABR) 272
Discovery of Auditory Brain Stem Response 272
Early Clinical Applications of ABR 273
Anatomy and Physiology 274
ABR Measurement 276
ABR Analysis and Interpretation 276
Objective Hearing Testing in Infants and Young Children 277
Recent Advances in ABR Technology and Techniques 281
Other Auditory Evoked Responses (AERs) 282
Electrocochleography (ECochG) 282
 Contents xv

Cortical Auditory Evoked Responses 282

Electrical Auditory Evoked Responses 283
Pulling It All Together 284
Readings 284

Chapter 10 Differential Diagnosis of Auditory and

Vestibular Disorders 285
Learning Objectives 285
Chapter Focus 285
Key Terms 285
The Diagnostic Process 286
Importance of Accurate Diagnosis 286
How Patient History Contributes to Diagnosis 286
Standard of Care 287
The Fascinating Diagnostic Process 287
Hearing Screening Protocols in Children and Adults 288
Infant Hearing Screening 288
Hearing Screening of Preschool and Young School-Age Children 293
Hearing Screening in Adult Populations 295
The Concept of Differential Diagnosis 296
Patient History in Differential Diagnosis 296
The Diagnostic Game 297
Classification of Hearing Loss 297
When in Doubt, Refer Out 298
Hearing Loss and Hearing Handicap 299
Diagnostic Site-of-Lesion Tests in Audiology:
A Historical Perspective 300
Alternate Binaural Loudness Balance (ABLB) Test 300
Short Increment Sensitivity Index (SISI) Test 301
Tone Decay Tests 302
Békésy Audiometry 302
Second Generation Traditional Diagnostic Tests 303
The End of an Era 303
Current Diagnostic Hearing Testing 304
Selection of Diagnostic Procedures 304
Best Practices in Audiology Today: Clinical Guidelines 307
Grades of Evidence 308
Demand for Evidence-Based Practice 308
Clinical Guidelines: Good News and Bad News 309
xvi Contents

The Vestibular Test Battery 309

Similarities and Differences in Auditory and
Vestibular Systems 310
Procedures for Vestibular Assessment 310
Pulling It All Together 313
Readings 313

Part III Patient Populations 315

Chapter 11 Outer Ear, Middle Ear, and Inner Ear Disorders 315
Learning Objectives 315
Chapter Focus 315
Key Terms 315
Why Knowledge of Ear Disorders Is Important 316
Differential Diagnosis Revisited 317
Prevalence of Hearing Loss and Vestibular Disorders 317
Outer Ear Disorders 318
Collapsing Ear Canals 319
Malignant Disease of the Outer Ear 319
Congenital Malformations 319
Ear Canal Disorders and Abnormalities 321
Middle Ear Disorders 322
Eustachian Tube Dysfunction 323
Perforation of the Tympanic Membrane 324
Otitis Media 325
Chronic Otitis Media and Cholesteatomas 328
Fixation of the Ossicular Chain and Otosclerosis 329
Disarticulation of the Ossicular Chain 332
Trauma and Head Injury 332
Summary of Middle Ear Disorders 333
Inner Ear Disorders 333
Review of the Genetics of Hearing Loss 334
Prenatal, Perinatal, and Postnatal Diseases and Disorders 336
Syndromes and Hearing Loss 337
Infections 338
Autoimmune Disease Involving the Inner Ear 340
Potentially Ototoxic Medications 341
Ménière’s Disease and Endolymphatic Hydrops 343
Superior Canal Dehiscence Syndrome 345
Idiopathic Sudden Sensorineural Hearing Loss 346
Head Trauma 346
 Contents xvii

Noise-Induced Hearing Loss (NIHL) 347

Presbycusis 351
Pulling It All Together 352
Readings 353

Chapter 12 We Hear with Our Brain: Retrocochlear and Central Auditory

Nervous System Disorders 354
Learning Objectives 354
Chapter Focus 354
Key Terms 354
We Hear with Our Brain 355
Historical Perspective 355
The Decade of the Brain 356
Brain Plasticity 356
Retrocochlear Disorders 357
Brain Imaging 357
Vestibular Schwannoma 359
Neurofibromas 363
Meningiomas 365
Two Other Retrocochlear Disorders 366
Auditory Neuropathy Spectrum Disorder (ANSD) 366
Discovery 366
Identification of ANSD 368
Etiologies Associated with ANSD 370
Central Auditory Nervous System (CANS) Disorders 371
Summary of CANS Disorders 371
Role of Audiologists and Speech Pathologists 371
Tumors 372
Vascular Abnormalities 373
Demyelinating Diseases 374
Degenerative Diseases 374
Patterns of Central Auditory Dysfunction 375
Auditory Processing Disorder (APD) 376
APD and Scope of Practice 377
Distinction between APD and Hearing Loss 377
Etiologies for APD 377
Developmental Explanations 377
APD in Adults 378
Assessment of APD 378
Pulling It All Together 379
Readings 380
xviii Contents

Part IV Audiological Management: Technology,

Techniques, and Rehabilitation 381
Chapter 13 Audiological Management: Technology 381
Learning Objectives 381
Chapter Focus 381
Key Terms 381
Amplification 101 382
Historical Perspective 382
Modern Hearing Aid Technology 384
Basic Hearing Aid Components 386
Ear Molds 388
Types of Hearing Aids 389
Hearing Aid Problems and Solutions 393
Wireless Connectivity for Hearing Aids 395
Hearing Aid Candidacy 395
Hearing Aid Selection 397
Hearing Aid Verification 398
Hearing Aid Validation 401
How Important Is Verification and Validation? 405
Surgical Options for Amplification of Sound 405
Implantable Bone-Conduction Devices 406
Middle Ear Implants 407
A New Nonsurgical Alternative for Management of Hearing Loss 408
Cochlear Implants 409
Historical Perspective 409
Evaluation and Criteria for Candidacy 410
Components of Cochlear Implants 411
Recent Developments in Cochlear Implant Technology 413
Hearing Assistance Technology (HAT) 414
Who Benefits from HAT? 415
Classroom Amplification 415
Personal FM Technology 416
FM Technology with Hearing Aids and Cochlear Implants 416
Other Assistive Listening Options 417
Pulling It All Together 418
Readings 419
 Contents xix

Chapter 14 Audiological Habilitation and Rehabilitation 420

Learning Objectives 420
Chapter Focus 420
Key Terms 420
Overview of Audiological Rehabilitation and Habilitation 421
Initial Patient Encounter 422
Information Counseling 423
Technology Information and Orientation 426
Psychosocial Problems Associated with Hearing Loss 427
Personal Adjustment Counseling 428
Professional Counseling 429
Speech Reading 430
Audiological Habilitation and Rehabilitation of Children with Hearing Loss 430
Family-Centered Management 430
Special Challenges in Habilitation of Children 432
Children with Unilateral Hearing Loss 433
Counseling and Education of Adult Hearing Aid Patients 434
Most Adults with Hearing Loss Aren’t Interested in Hearing Aids 434
Counseling Time Is Well Spent 434
After Hearing Aid Fitting 435
Special Challenges in Rehabilitation of Elderly Adults 435
Group Counseling 437
Computer-Based Auditory Training 438
Computer-Based Auditory Training for Children 439
Computer-Based Auditory Training for Adults 440
Importance of a Multicultural Approach 440
Cultural Differences in Patients 440
The Deaf Culture 441
Bonds in the Deaf Community 441
Residential and College Education 442
Intervention with Individuals with Deafness 442
Oral Approach 442
Natural Auditory-Oral Approach 442
Changes in Oral Deaf Education 443
Manual Approaches 443
Pulling It All Together 445
Readings 446
xx Contents

Chapter 15 Exaggerated and False Hearing Loss, Tinnitus, and

Hyperacusis 447
Learning Objectives 447
Chapter Focus 447
Key Terms 447
False or Exaggerated Hearing Loss 448
Terminology 448
Risk Factors 450
Assessment of Patients with False or Exaggerated Hearing Loss 450
Management of False or Exaggerated Hearing Loss 455
Tinnitus 456
A Symptom, Not a Disease 457
Explanations for Tinnitus 457
Tinnitus Is a Common and Serious Health Problem 458
Diagnosis of Tinnitus 459
Management of Tinnitus 461
Case Scenario: Tinnitus 463
Hyperacusis 465
Hyperacusis Is a Symptom 465
Related Terms 466
Relation of Tinnitus and Hyperacusis 467
Explanations for Hyperacusis 467
Diagnosis of Hyperacusis 467
Management of Hyperacusis 468
Case Report: Hyperacusis 469
Pulling It All Together 471
Readings 472

Chapter 16 Management Strategies in Selected Patient Populations and

Preparation of Patient Reports 473
Learning Objectives 473
Chapter Focus 473
Key Terms 473
Early Intervention for Infant Hearing Loss 474
Definition and Benefits of Early Intervention 474
What Happens after Diagnosis of Infant Hearing Loss? 475
Concluding Comments 477
Management of Hearing Loss in Schools 477
What Is Educational Audiology? 477
Rationale for Educational Audiology 478
 Contents xxi

Responsibilities of Educational Audiologists 479

Educational Audiologists Are Experts and Advocates 479
Models for Management of Hearing Loss in Schools 480
Classrooms Are Noisy 480
Management Strategies in the School Population 480
Patients with Cochlear Implants 481
Programming Cochlear Implants 482
Evaluating Performance of Cochlear Implants 483
Concluding Comments 484
Retrocochlear Auditory Dysfunction in Adults
484
Vestibular Schwannoma (Acoustic Neuroma) 484
Neurofibromatosis II (NF II) 485
Auditory Neuropathy Spectrum Disorder (ANSD) 486
Accurate Diagnosis Is Essential for Appropriate Management 486
Management Options 487
Auditory Processing Disorders (APD) 487
Evidence-Based Management 487
Early Identification Is Best 488
A Multidisciplinary Approach to Management 489
Rehabilitation of Balance and Vestibular Disorders 491
Benign Paroxysmal Positional Vertigo (BPPV) 491
Writing Patient Reports 492
Components of a Patient Report 493
Responsibility for a Patient Report 493
Patient Reports Are Legal Documents 493
Patient Privacy and Security 493
Patient Report Scenario 493
Common Features of Effective Patient Reports 494
Preparation of Reports 495
Report Formats 496
Patient Reports and Referral Sources 499
Pulling It All Together 500
Readings 500

Glossary 501
References 517
Author Index 539
Subject Index 545
This page intentionally left blank
Preface

The importance of the sense of hearing cannot be overemphasized. Within months after birth
and even before an infant utters one word, the sense of hearing is shaping brain development.
The sense of hearing plays a critical role in a child’s acquisition of speech, language, and
communication in general. As a child enters school, hearing influences a child’s reading skills
and academic performance.
Hearing loss and related disorders like balance problems are often early signs of a wide
variety of diseases affecting children or adults. Results of hearing testing contribute to earlier
identification and more effective treatment for many diseases. Hearing loss is very common
in older adults but often not recognized by physicians and family members. Most people
don’t realize that adults with untreated hearing loss experience reduced quality of life and
loss of income each year due to their communication difficulties. And problems with hearing
and listening are not uncommon in persons with disorders involving the nervous system like
traumatic brain injury and dementia. In fact, recent research in elderly populations confirms a
clear connection between hearing loss and decline in mental functions.
It’s important for teachers, speech pathologists, and health professionals to have an under-
standing of hearing and hearing loss. Introduction to Audiology Today was written for students
in communicative sciences and disorders and related areas of study. In reading the book you will
learn about how we hear. You’ll gain an appreciation for the profession of audiology and the ways
audiologists detect, diagnose, and treat hearing loss. You’ll discover in this book that audiologists
greatly improve the quality of life of children and adults with hearing and related disorders.

Organization
Parts
This book is organized into four parts. Part I: Profession and Principles of Audiology intro-
duces the reader to the profession of audiology, to sound, and to the ear. Chapters in Part II,
Audiology Procedures and Protocols, review the test procedures and protocols used to evalu-
ate hearing from the ear to the brain including techniques for hearing testing of infants and
young children. Part III, Patient Populations, is a review of diseases that cause hearing loss
and other explanations for hearing loss such as exposure to excessive noise and advancing
age. The final part, Audiologic Management Technology, Techniques, and Rehabilitation, is
devoted to a summary of modern technologies and evidence-based techniques for effective
management of hearing loss and related disorders including balance disturbances.

Features
Each chapter in Introduction to Audiology Today includes features to facilitate learning.
• Learning Objectives, a Chapter Focus, and Key Terms at the beginning of each chapter
orient the reader to important content and new vocabulary that will follow. Three addi-
tional features appear in each chapter to enhance reader interest in the content and to
facilitate learning.

xxiii
xxiv Preface

• Clinical Connections are brief notations that relate information in the chapter to audiology
practice, specifically the diagnosis and management of hearing loss and related disorders.
• WebWatch features direct readers to Internet resources on topics covered in the chapter
including video clips illustrating clinical techniques and procedures.
• The Leaders and Luminaries feature includes a brief biographical sketch and a photograph
of some of the persons who’ve made especially important contributions to audiology or
hearing science. The Leaders and Luminaries feature is intended to bring the subject mat-
ter to life. The feature also reminds readers that the growth of audiology is due to the tire-
less efforts of individual audiologists and hearing scientists.
• Each chapter concludes with two features: one is called Pulling It All Together, which
summarizes succinctly the topics covered in the chapter, and the second is a list of relevant
Readings for students who seek additional information.
• A detailed Glossary at the end of the book provides easy access to definitions of new
terms that are important in understanding hearing and hearing loss.
• Following the Glossary is a compilation of all References cited within the book to guide
students to primary sources of information plus an author index and a comprehensive sub-
ject index.

Overview
Introduction to Audiology Today is a new textbook offering students a fresh overview of the
broad scope of a dynamic profession. An introduction to hearing and hearing disorders is
likely to be of benefit to all students who are thinking about a career in speech pathology,
audiology, education, or any aspect of healthcare.
• After a review of the profession of audiology in Chapter 1, the reader is introduced to
two areas of basic knowledge that audiologists apply every day in their clinical practice:
the principles of sound and functional anatomy of the auditory system from the ear to the
brain. The review includes current research findings that have improved our understand-
ing of hearing and how persons with hearing loss can be helped.
• Clinically oriented chapters on test techniques and procedures incorporate case studies to
illustrate the practical application of newly learned information. For example, chapters
that review pure tone and speech audiometry are followed with cases demonstrating how
test findings are recorded on an audiogram and analyzed in the description of degree, con-
figuration, and type of hearing loss.
• Chapter 4 focuses on preparation for hearing assessment with discussion of timely and
clinically important topics not included in other textbooks, including patient privacy
and security and prevention of medical errors in audiology. Chapter 7 is devoted to the
­challenging topic of masking principles and procedures.
• Diseases involving the peripheral or central auditory system are reviewed in Chapters 11
and 12. The review includes a number of diagrams and photographs to increase the reader’s
appreciation of how selected diseases affect the auditory system. The chapters emphasize
the impact of peripheral and central disorders on hearing function and also the audiolo-
gist’s role in the diagnosis and medical referral of such patients. The practice of audiology
goes far beyond hearing testing. The final section of the book is devoted to a discussion
of modern rehabilitation technologies and techniques. Chapter 13 focuses on t­echnology,
including devices like hearing aids, cochlear implants, and FM systems. Chapter 14 empha-
sizes the critical role of aural rehabilitation and counseling in management of children and
adults with hearing loss. Chapter 15 is set aside for a review of false or exaggerated hearing
Exploring the Variety of Random
Documents with Different Content
here when he came to make inquiries about the peacock. I made
Baldwin write to Sorley to appoint the thirteenth of November night
as the time to come up. Baldwin showed me the reply, and I knew
that he would be there. I took the stiletto which belonged to Sorley
as I stole it along with the peacock when I left this house. Since it
was his I thought it would make the evidence against him more
certain. I went to Rotherhithe and watched. I saw Sorley go, and
then I went up to Baldwin’s room and stabbed him. It doesn’t matter
how I cajoled him to lie down and rest, and chose my time. I
stabbed him to the heart and that is enough for you to know.”
Again her listeners shivered, for there seemed to be something
terrible about this small frail woman admitting such a dreadful deed
so callously and boldly. She smiled as she saw their feeling. “What a
lot of cowards you men are,” she jeered, “you wouldn’t have acted
so bravely; no, not you.”
“Go on, go on,” said Moon impatiently, “there’s no time to be lost.”
“I have nearly finished,” said Miss Grison tartly, “don’t hurry me,
as you must admit that my confession is interesting. I killed Baldwin
with this,” she added, taking up the stiletto which lay on the table,
“and I took it away, along with the peacock, intending to hide both
in this house. Jotty—ungrateful little reptile that he is—saw me with
these when he came to Thimble Square to tell me of the murder. Ha!
ha! of the murder which I had committed. I wept and wailed, as I
was bound to do, since my dear brother had been murdered by
Sorley. Then came the inquest, and I said nothing, for I waited my
chance. The funeral took place here, and I stayed at Mrs.
Millington’s, she has been a good friend to me. I came to this house
on the day you know of, Mr. Fuller,” she went on, addressing herself
to Alan who nodded in answer, “and while you and Marie were in the
grounds, and this man—if he can be called a man—was asleep, I
placed the peacock in that black-oak cupboard and the stiletto in the
place behind that panel marked with a cross, where I knew Sorley
kept those bits of glass——”
“They are jewels, valuable jewels,” cried her husband irrelevantly.
 “Oh, get on with the confession,” said Latimer sharply, for the
prolonged scene was getting on his nerves, “you hid the stiletto and
peacock.”
“Yes,” said Miss Grison snappishly, “and then I waited, guessing
that Sorley would probably seek Mr. Fuller’s help to solve the riddle
of the bird. That was why I introduced the subject of cryptograms
on that day when we were at tea, Mr. Fuller. When I learned that
Jotty had Sorley’s reply to the request of Baldwin I sent him to you
so that it might implicate this beast of a husband of mine. Then
when Jotty told me about the drawing of the peacock, I knew that
Sorley had consulted you, since no drawing had ever been made of
the thing. My trap was set, and by making the matter of the peacock
public, I closed it on the man I hate.”
She shut her mouth with a snap, and idly dug the stiletto into the
table as if she had finished. “What else?” questioned Moon
imperiously.
“Nothing else,” said Miss Grison raising her pale eyes; “you know
all. The trap caught the bird, and my revenge would have been
complete had not this fool learned more than he should have. You, I
mean, you,” said Miss Grison walking slowly towards the Indian,
“why couldn’t you let me have my way?”
“I wanted the jewels,” said Bakche stolidly, and not moving even
when she was face to face with him.
“You shall never have them,” cried Miss Grison unexpectedly, and
before anyone could move she raised her arm. In a moment the
stiletto was in the Indian’s heart, and he fell like a log on the floor.
“Great God!” roared the inspector and sprang forward.
Miss Grison put out her frail arms. “Go on, put the handcuffs
here,” she mocked coolly. “I have settled the beast who balked me
of my revenge!”
“He is quite dead,” said Alan lifting a pale face from an
examination.
“And that beast Sorley lives,” snarled Miss Grison viciously, and
spat at her husband.
 CHAPTER XXII
CALM AFTER STORM

In the month of July the park of The Monastery was in full

leafage, and presented a glorious sea of shimmering tremulous
green. The gardens glowed with many-colored blossoms, and
especially there was a profusion of roses, red and white and yellow,
for Marie Inderwick, loving flowers, had planted quantities
immediately after her return home from the Brighton school. The
whole place was radiant with color under a cloudless and deeply
blue sky, and the hot sunshine bathed everything in hues of gold. It
was like the Garden of Eden, and neither Adam nor Eve were
wanting, since the lovers were walking therein, arm in arm, talking
of the past, congratulating themselves on the present, and looking
forward to a serene and glorious future. The storm was over, and
now a halcyon calm prevailed.
“It’s like heaven,” sighed Miss Inderwick, whose face glowed like
one of the roses she wore at her breast, from sheer happiness, “and
to think that we shall be married to-morrow, Alan dearest.”
“Then it will be more like heaven than ever,” laughed the young
man, who looked the picture of content. “Let us go to St. Peter’s
Dell, Marie darling; for it was there that we found the jewels.”
“Rather the papers which led to the finding of the jewels,”
corrected Miss Inderwick gladly, “and it’s a nice place to make love
in, Alan, for I have planted it with roses.”
“The Gardens of Shiraz, where Omar Khayyam sang,” said the
happy young lover, and quoted the well known lines softly:—
 “Here with a loaf of bread, beneath the bough,
A flask of wine: a book of verse—and Thou,
Beside me singing in the wilderness,
And wilderness is Paradise enow.”
“Oh, we don’t want the bread and wine,” laughed Marie indolently,
as they took their way to the dell along a path riotous with blossom.
“Bread and cheese then.”
“You have left out the best thing, dear.”
“Kisses, eh? Well then.” Alan stopped, took her into his strong
arms and kissed her twice, thrice, and again on her rose-leaf lips.
“I wish you’d behave yourself,” said Marie sedately, “as to bread
and cheese we have something better than that now.”
“You have,” said Alan quickly, “the jewels have brought close on
one hundred thousand pounds, which all belong to you.”
“What is mine is yours, darling. You know that.”
“Yet nasty people will say that I married you for your money,
Marie.”
She pouted. “What a compliment to me, as if I were an ugly girl.”
“Quite so, instead of being the most perfect woman ever created.”
“Oh,” Marie sighed from sheer pleasure, “say that again.”
Alan did so with a laugh. “Marie, will you ever have enough
flattery.”
“It’s not flattery, it’s the truth, and I like you always to tell me the
truth,” said Marie as they entered the dell. “Come and sit down on
the edge of the pool, Alan, and have a talk.”
“Why not call it the well?” he asked, while they balanced
themselves on the circle of stones, and he placed his arm round her
waist to support her.
“Simon Ferrier called it the pool, and I think it’s a very good
name.”
“Darling, he only did so because he was unable to find the name
of a gem which began with ‘W’.”
 “I’m very glad he did,” said Marie quickly, “and that he could not
find one which began with ‘K’. If he had we should never have
solved the riddle.”
“Oh, don’t let us talk any more about the riddle or the sad events
connected with it,” cried Fuller, a shade passing over his happy face;
“let us leave the past alone and live in the present.”
“I am living in the future when we shall be husband and wife.”
“That desirable state of things will come into being to-morrow.”
“I know,” Marie nestled in her lover’s arms. “But I want to talk of
all that has happened Alan. Then we will say no more about it.”
“But, Marie, we have talked over everything again and again.”
“I dare say; but I want to ask questions and to be quite satisfied
in my own mind that everything disagreeable is at an end.”
“Very good,” said Alan, resigning himself to the inevitable with a
good grace, for he knew Marie’s obstinacy of yore. “What do you
wish to say?”
“Well, in the first place, I am still sorry that poor Mr. Bakche did
not live to get his share of the jewels. For you know, Alan, they
really did belong to him as a descendant of the Rajah of Kam.”
“My dearest, the jewels were legally assigned to George Inderwick
for a very great service. I am sure that the Rajah of Kam in those
days would rather have lost his jewels than his wife and only son. As
to Bakche, I am sorry that he died in so terrible a way, and had he
lived, undoubtedly I should have kept the promise made on your
behalf and handed over one third of the treasure. But Bakche did
not act well, or honorably.”
“What do you mean?” asked Marie opening her azure eyes very
widely, “If he had not spoken out, poor Uncle Ran might have been
hanged.”
“Quite so, dear. But he only spoke out when bribed to do so. He
knew all along that Miss Grison was guilty, and yet held his tongue.”
“He wouldn’t have done so had Uncle Ran been brought to trial?”
 Alan smiled grimly. “I shouldn’t like to have given him the chance,”
he said in a skeptical tone. “Bakche, like most people, acted in an
entirely selfish way, and was ready to sacrifice every one for the
sake of gaining his own ends. Had Miss Grison given him the
peacock, and had he solved the riddle and secured the jewels, he
would not have confessed what he knew.”
“But Jotty might have done so.”
“It’s not improbable,” admitted Fuller musingly. “Jotty was
wonderfully greedy, and was willing to sell anyone for quids, as he
called them. He certainly sold Miss Grison for the sake of the few
gems your uncle gave him. However, let us hope that the
reformatory Inspector Moon has placed him in will improve him into
a decent member of society. He’s sharp enough and clever enough
to do well in the world.”
“But he hasn’t had a fair chance, dear.”
“Perhaps not; but he has one now. Miss Grison gave him one also,
but only because he knew too much and the brat was aware that he
had her under his thumb. However, Marie, I have told Moon that
when Jotty improves you and I will give him enough money to go to
America and make a new start. So that disposes of Jotty.”
“I wonder Miss Grison didn’t stick that horrid stiletto into him,”
said Miss Inderwick with a shudder “seeing how he betrayed her.”
“He would not have done so had not Bakche told his story, and it
was Bakche she hated most. It was truly wonderful how cunningly
she managed to get close to the man to stab him. None of us
thought when she walked up to him so quietly that she intended
murder. And she drove it right into his heart, weak as she was. I
expect,” added Alan musingly, “that is what Bakche meant when he
said that a weak arm could drive a stiletto into a sleeping man as
easily as a strong one could. I thought at the time he meant Jotty,
but he referred to Miss Grison, little thinking that the very next day
she would prove the truth of his words on himself.”
“But she was mad, Alan, quite mad.”
 “So it was proved at the trial,” said Fuller with a shrug, “but I have
my suspicion, Marie, that Miss Grison was acting a part. I don’t think
that her brain was quite properly balanced, but her cunning in
planning and plotting to implicate your uncle in the crime very nearly
succeeded. She certainly was not mad when she acted in that way.”
“Mad people are always cunning and clever; Alan,” insisted Miss
Inderwick.
“Well, let us give Miss Grison the benefit of the doubt. She can do
no more harm now that she is shut up in that asylum as a criminal
lunatic, and your uncle must be relieved to think she is safely out of
the way.”
“All the same he has gone to live in Switzerland in a little
mountain hotel, my dear,” said Marie nodding wisely. “He told me
that he never would be satisfied until he had placed the ocean
between him and his unhappy wife, and chose Switzerland as the
best place to stay in.”
“Which means that he has only placed the Channel between him
and his bugbear,” said Fuller dryly. “Well, Marie, I can’t say that I am
sorry Mr. Sorley came to that determination, as it leaves us The
Monastery to ourselves, and such is his dread lest his wife should
escape that he will never come to England again, even for a visit.”
“I don’t think you are quite fair to Uncle Ran, dear.”
“Marie, you have said that again and again, and there is no truth
in it, I assure you. I have every desire to be fair to the miserable
man, and so has Dick, let alone my father and mother. But now that
his deeds have come to light they all mistrust him. He certainly did
not murder Baldwin Grison, but he assuredly ruined his life by
driving him away, even though the poor wretch gave certain
provocation for his dismissal. And you can’t say that he behaved well
to his wife. He married her for her good looks, and then grew weary
of her, as such a selfish man would. When he had her under his
thumb through the love she bore her brother, which impelled her to
save him from arrest for forgery by sacrificing herself, your Uncle
Ran, whom you think so highly of——”
 “No I don’t. But I’m sorry for him, dear.”
“I don’t think he needs your sorrow, or deserves your pity,” said
Alan in a grave tone. “He was quite ready to commit bigamy for
money because he knew that Mrs. Sorley would not speak of her
marriage on account of the hold he had over Baldwin. Luckily the
rich girl he wished to marry died, so another complication was
avoided. He is selfishly happy in Switzerland with his jewels, and
because he knows that the woman he wronged so deeply is shut up.
I think we may as well do our best to forget Uncle Ran.”
“Yes, but Alan, he was very good to me as my guardian.”
“I don’t agree with you, Marie, and if you think so, it shows what
a truly sweet nature you have. He sold furniture which belonged to
you and took your income, and kept you short in every way. He
didn’t bully you, I admit, but he didn’t look after your welfare in any
manner whatsoever. You know that what I say is true.”
“Yes,” sighed Marie. “Well then, we won’t talk any more about
him. I know that he is quite happy where he is, and I’m sure I don’t
want him to come and make an inconvenient third in our lives, Alan.”
“He won’t,” her lover assured her seriously. “He is far too much
afraid of Miss Grison, or rather Mrs. Sorley, escaping from her
asylum. He is out of our lives, Marie, and as he is happy in his own
selfish way, why there is no more to be said. There are plenty of
pleasanter subjects to talk about, my dear. Indeed, I never liked
your uncle, and I always mistrusted him, as I had every reason to.”
“I shan’t talk of him any more, as I know you are right. And now
that the jewels have sold so well and we have plenty of money we
can repair The Monastery and improve the grounds, and you can be
country squire.”
“My dear, I am a solicitor, and I shall always be one. I can’t live on
my wife, you know.”
“But Alan, you will be away all the week.”
“Not at all. I can come down every night. It isn’t a long run to
town.”
 “I want you all to myself here,” pouted Marie, “what’s the use of
my having this horrid money unless I can have you. And half of it is
yours, Alan, for unless you had solved the riddle it would not have
come into my possession.”
The young man was quiet for a few moments revolving what she
had said. Much as he liked his profession, he secretly admitted that
it would be very pleasant to play the part of a country gentleman.
And certainly the discovery of the jewels was due to him. Also it was
he who had saved the girl’s uncle from a disagreeable death, and
thus had prevented her from suffering a life-long shame and regret.
Finally there was much to be done in connection with the house and
the park and with certain lands which Marie wished to buy back, as
having belonged to former spendthrift Inderwicks. Alan thought that
he could do a great deal of good as the squire of Belstone, especially
as his father was the vicar of the parish. Therefore he began to
consider that it would not be a bad thing to give up the dingy office
in Chancery Lane and come back to the land.
“And of course I could enter Parliament,” he muttered, following
his line of thought. “Yes I could do good there.”
“Of course,” cried Marie, clapping her hands, and guessing what
he had been thinking about, “and perhaps you’ll get into the Cabinet
and the King may give you a title and——”
“And the moon is made of green cheese,” laughed Alan, giving her
a hug. “I dare say I shall give up the law, Marie, since you wish it,
and we can do a lot of good down here on your money.”
“Yours also, darling, yours also.”
“Very well, mine also. But we can talk of this on our honeymoon
when we are strolling over those glorious Cornish moors. Now,
Marie, let us go back to the house. You know Dick is coming to be
my best man, and he is bound to walk over here as soon as he
arrives at the vicarage.”
“I asked him to come with your father and mother, who are due
here to afternoon tea,” said Marie slipping off the circle of stones.
 “Oh!” Alan looked at his watch. “Four o’clock. Then I expect they
have arrived. Come along, my darling.”
“Only one more question,” said Marie as they, walked away from
the dell.
“What is it?”
“You know that Simon Ferrier went back to India after burying the
gems.”
“He didn’t bury them, he put them in Yarbury’s Bank, dear. You
forget.”
“Well, you know what I mean,” said Marie impatiently. “He hid the
gems so that Julian Inderwick wouldn’t get them.”
“Yes; that’s old history. Well?”
“Well,” echoed Marie. “Simon Ferrier went back to tell George
Inderwick where the jewels were to be found and never anticipated
capture.”
“True, oh queen! But what does all this lead to?”
“To this! Simon Ferrier had arranged the enigma of the peacock
before he left England, and at a time when he never anticipated that
he would have any difficulty in speaking personally to his master.”
“I see what you mean. Well, my dear, all I can suppose is, that
Ferrier was an over-cautious man, and made ready the enigma in
case anything should prevent his reaching George Inderwick, as he
certainly never did. When in captivity he worked out his scheme with
the ring and the peacock exactly as he had planned it in England.”
“But there was no need to when he was here,” insisted Marie.
“No. But as I said before Simon Ferrier undoubtedly was an over-
cautious man; witness the fact that he made so ingenious a
cryptogram—if it can be called so—that even the man he designed
to benefit could not solve it. And in its very ease lay its difficulty. I
can’t answer your question in any other way, dear. Not that it
matters. We have the money, and everything is right, so let us enjoy
our good fortune, and be thankful that none of those wasteful
ancestors of yours solved the riddle. Had they done so I fear you
would not be so rich.”
“I think that is very true,” said Marie with a laugh; “but here we
are, darling, and there is Mr. Latimer.”
It was indeed Dick arrayed in white flannels looking big and burly
and genial, and more like a good-natured bear than ever. He held
out a hand to each at the same time, and walked towards the house
between them. “How are the happy pair?” he asked gaily.
“We won’t be a truly happy pair until to-morrow,” said Alan.
“Speak for yourself, dear,” said Marie lightly. “I am happy enough
now.”
“You deserve to be,” said Dick smiling, “for you have come
through a lot of trouble, and that always makes hearts grow fonder.
But do come and give me some tea, Mrs. Fuller—I beg your pardon,
Miss Inderwick, but you and Alan do look just like a married couple.”
“What’s that about marriage?” asked the vicar appearing at the
drawing-room door—the trio were in the house by this time, “have
Marie and Alan been studying the prayer-book.”
“Of course,” said the girl, running forward to kiss Mrs. Fuller. “I
know the ceremony by heart.”
“It’s more than I do,” wailed Latimer with a shrug, “and as best
man, I am sure to be a dismal failure.”
“Oh you’ll pull through somehow,” the future bridegroom assured
him.
“You must give me hints then. And when you are off for your
honeymoon to Cornwall, I shall find it dismal in those Barkers Inn
chambers all alone.”
“Get married yourself then,” advised the vicar.
“Upon my word I must think seriously about it,” said Dick. “What
do you say, Mrs. Fuller. Can’t you find me a nice girl?”
“Not one so nice as Marie,” said Mrs. Fuller, looking fondly at the
graceful form of Miss Inderwick as her hands hovered over the tea-
cups.
 “No, I agree with you there, mother,” said Alan, taking up a plate
of bread and butter; “Marie is a rare bird.”
“A rare bird indeed. Why not a peacock?”
Mrs. Fuller shuddered. “Oh don’t talk of peacocks!”
“Why not?” asked the vicar, “all the happiness of the present is
really due to the peacock. Marie, my dear,” he observed as he took
his tea, “I used to laugh at the idea of your fetish, but really things
have come about so strangely that I think there is something in it.”
“Behold our benefactor,” cried Alan, pointing towards the bay-
window at the end of the vast room, and there on a pedestal under
a glass case was the famous bird, which had to do with so strange a
history.
And even as the young man spoke, there came a burst of
sunshine through the window which bathed the golden bird in
radiant light. The gems flashed out into rare beauty, and in the
dusky room, the fetish of the Inderwicks shone like a rare and
magnificent jewel. So unexpected was the sudden glow and glory
that everyone muttered a cry of admiration.
“It’s an omen!” cried Marie, “the omen of the peacock.”
“Let us drink its health in tea,” said Dick raising his cup.
And with laughter they all did so, applauding the beneficence of
the peacock, even though the vicar hinted that they were acting
heathenishly. The fetish of the Inderwicks radiated glory from its
gold and jewels in the burning sunshine until it glowed like a star of
happy destiny. And all present accepted the omen as a hint of the
future.

THE END
 *** END OF THE PROJECT GUTENBERG EBOOK THE PEACOCK OF
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