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About the Authors

David G. Myers, since receiving his PhD from the University of Iowa, has
spent his career at Michigan’s Hope College, where he is a professor of psy-
chology and has taught dozens of social psychology sections. Hope College
students have invited him to be their commencement speaker and named
him “outstanding professor.”
Dr. Myers also communicates psychology science to the general public.
His writings have appeared in four dozen magazines, from Today’s Educa-
tion to Scientific American. His 17 books include The Pursuit of Happiness
and Intuition: Its Powers and Perils.
His research and writings have been recognized for the Gordon Allport
Prize, for an “honored scientist” award from the Federation of Associations
in the Brain and Behavioral Sciences, and for the Award for Distinguished
Service on Behalf of Personality–Social Psychology.

Source: ©David Myers.

Jean Twenge has drawn on her research in her books for a broader audience,
iGen: Why Today’s Super-Connected Kids Are Growing Up Less Rebel-
lious, More Tolerant, Less Happy—And Completely Unprepared for Adult-
hood (2017) and Generation Me: Why Today’s Young Americans Are More
Confident, Assertive, Entitled—And More Miserable Than Ever Before
(2nd ed., 2014). An article by Dr. Twenge in The Atlantic was nominated
for a National Magazine Award. She frequently gives talks and seminars
on generational differences to audiences such as college faculty and staff,
parent–teacher groups, military personnel, camp directors, and corporate
executives.
Dr. Twenge grew up in Minnesota and Texas. She holds a BA and MA
from the University of Chicago and a PhD from the University of Michigan.
She completed a postdoctoral research fellowship in social psychology at
Case Western Reserve University. She lives in San Diego with her husband
and three daughters.
Source: ©Sandy Huffaker, Jr.

iii
iv About the Authors

Christian H. Jordan is a professor and associate chair of the psychology

department at Wilfrid Laurier University. He teaches lecture courses and
seminars in social psychology and research methods at both the undergrad-
uate and graduate levels.
Dr. Jordan is also an active researcher, studying self-esteem, narcis-
sism, and self-enhancement processes. His work has been published in
a number of scholarly handbooks and journals, including the Journal of
Personality and Social Psychology, Journal of Personality, and Journal
of Experimental Psychology. He has also written popular instructional
pieces on how to effectively read journal articles and how to conduct and
report persuasive psychology experiments. He is currently an associate
editor of the Journal of Personality and has served as associate editor of
Self & Identity.
In his spare time, Dr. Jordan spends time with his family and friends,
reads, listens to music, drinks craft beer, and exercises. He enjoys cycling
during the summer months. Christian and Lynne Jordan have two sons,
Grayson and Hayden, and a daughter, Reilly, whom they lost to leukemia.
Source: ©Christian Jordan.

Steven M. Smith is a professor of psychology and the associate vice-

president academic and enrolment management at Saint Mary’s Univer-
sity in Halifax. He completed his BA (honours) at Bishop’s University in
Lennoxville, Quebec, and his MA and PhD in social psychology at Queen’s
University in Kingston, Ontario. Dr. Smith regularly teaches courses in
social behaviour, attitudes and persuasion, and psychology and law. His
lectures are well received, and he been awarded a lifetime service award
for major contributions to students from the Saint Mary’s University
Student Association.
Dr. Smith is an active researcher and is dedicated to applying his theo-
retical work to real-world concerns. His research has been supported by
the Social Sciences and Humanities Research Council, the Canadian Insti-
tutes of Health Research, the Nova Scotia Health Research Foundation, the
Nova Scotia Gaming Foundation, and a number of private organizations.
His work has appeared in journals such as the Journal of Applied Psychol-
ogy, Law & Human Behavior, Journal of Personality and Social Psychol-
ogy, Personality and Social Psychology Bulletin, Social Psychology and
Source: ©Steven M. Smith. ­Personality Science, and Psychophysiology.
Dr. Smith has lent his expertise to a number of community organizations, advising on
communication and social marketing issues. He has also served as an expert witness at
criminal trials. His wife, Isabel, is a clinical developmental psychologist, and together they
have two fantastic but heavily analyzed children, Sydney and Dylan.
Table of Contents

Preface xi Part One

CHAPTER 1
Social Thinking 29
Introducing the Science and CHAPTER 2
Methods of Social Psychology 1
The Self in a Social World 30
What Is Social Psychology? 2
Spotlights and Illusions: What Do They
How Much of Our Social World Is Just in Our Heads? 3 Teach Us About Ourselves? 31
If You Were Ordered to Be Cruel, Would
You Comply? 3 Self-Concept: Who Am I? 34
Would You Help Others? Or Help Yourself? 3 At the Centre of Our Worlds: Our Sense of Self 34
Social Comparisons 34
What Are the Major Themes
Self and Culture 37
of Social Psychology? 4
Self-Knowledge 43
We Construct Our Social Reality 4
Our Social Intuitions Are Often What Is the Nature and Motivating
Powerful but Sometimes Perilous 5 Power of Self-Esteem? 46
Social Influences Shape Our Behaviour 6 Self-Esteem Motivation 47
Personal Attitudes and Dispositions Also Shape The Trade-Off of Low vs. High Self-Esteem 50
Behaviour 6 Self-Efficacy 52
Social Behaviour Is Biologically Rooted 7
What Is Self-Serving Bias? 53
Relating to Others Is a Basic Need 7
Explaining Positive and Negative Events 54
Social Psychology’s Principles Are
Can We All Be Better Than Average? 55
Applicable in Everyday Life 8
Unrealistic Optimism 58
How Do Values Affect Social Psychology? 8 False Consensus and Uniqueness 59
Obvious Ways in Which Values Enter Social Psychology 8 Temporal Comparison 60
Not-So-Obvious Ways in Which Values Explaining Self-Serving Bias 61
Enter Social Psychology 9
How Do People Manage Their
Is Social Psychology Merely Common Sense? 11 Self-Presentation? 62
Common Sense, Revisited 13 Self-Handicapping 62
Research Methods: Impression Management 63
How Do We Do Social Psychology? 15 Doubting Our Ability in Social Situations 65
Overpersonalizing Situations 66
Forming and Testing Hypotheses 15
Correlational Research: Detecting Natural Associations 17 What Does It Mean to Have Perceived
Experimental Research: Searching for Cause and Effect 21 Self-Control? 67
Generalizing From Laboratory to Life 26 Learned Helplessness Versus Self-Determination 68

Summing Up 27 Summing Up 70

vi
 Table of Contents vii

CHAPTER 3 Why Does Our Behaviour Affect

Our Attitudes? 131
Social Beliefs and Judgments 73
Self-Presentation: Impression Management 131
How Do We Judge Our Social Worlds, Self-Justification: Cognitive Dissonance 132
Consciously and Unconsciously? 74 Self-Perception 136
Priming 74 Comparing the Theories 141
Intuitive Judgments 76 Summing Up 144
Overconfidence 78
Heuristics: Mental Shortcuts 83
Counterfactual Thinking 86
Part Two
Illusory Thinking 87
Mood and Judgment 89 Social Influence 147
How Do We Perceive Our Social Worlds? 91
CHAPTER 5
Perceiving and Interpreting Events 91
Belief Perseverance 93 Persuasion 148
Constructing Memories of Ourselves and Our Worlds 94
What Paths Lead to Persuasion? 150
How Do We Explain Our Social Worlds? 98 The Central Route and the Peripheral Route 151
Attributing Causality: To the Person or the Situation? 98 Different Routes for Different Purposes 152
The Fundamental Attribution Error 100
What Are the Elements
Why Do We Make the Attribution Error? 102
of Persuasion? 152
Why Do We Study Attribution Errors? 106
Who Says? The Communicator 152
How Do Our Social Beliefs Matter? 106 What Is Said? The Message Content 156
Teacher Expectations and Student Performance 107 How Is It Said? The Channel
Getting From Others What We Expect 108 of Communication 164
To Whom Is It Said? The Audience 169
What Can We Conclude About Social
Beliefs and Judgments? 110 Extreme Persuasion:
How Do Cults Indoctrinate? 173
Summing Up 112
Group Indoctrination Tactics 173
Attitudes Follow Behaviour 174
CHAPTER 4 Persuasive Elements 175
Behaviour and Attitudes 115 Group Effects 176

Persuasion and Climate Change:

How Well Do Our Attitudes Predict
How Do We Address Global Warming? 178
Our Behaviours? 116
Psychology and Climate Change 178
Are We All Hypocrites? 116
New Technologies 181
When Attitudes Predict Behaviour 117
Reducing Consumption 181
When Does Our Behaviour Affect
How Can Persuasion Be Resisted? 183
Our Attitudes? 121
Attitude Strength 183
Role-Playing 122
Information-Processing Biases 183
When Saying Becomes Believing 124
Reactance 185
The Foot-in-the-Door Phenomenon 125
Strengthening Personal Commitment 185
Low-Ball Technique 126
Inoculation Programs 186
Door-in-the-Face Technique 127
Implications of Attitude Inoculation 189
Immoral and Moral Acts 128
Social Movements 130 Summing Up 190
viii Table of Contents

CHAPTER 6 Deindividuation: When Do People Lose

Their Sense of Self in Groups? 236
Conformity 192
Doing Together What We Would Not Do Alone 236
What Is Conformity? 193 Diminished Self-Awareness 241

What Are the Classic Conformity and Group Polarization: Do Groups Intensify
Obedience Studies? 194 Our Opinions? 241
The Case of the “Risky Shift” 242
Sherif’s Studies of Norm Formation 194
Impact of Group Discussion on Individuals’ Opinions 243
Asch’s Studies of Group Pressure 197
Explaining Polarization 245
Milgram’s Obedience Studies 199
What Breeds Obedience? 201 Groupthink: Do Groups Hinder
Reflections on the Classic Studies 204 or Assist Good Decisions? 248
Symptoms of Groupthink 249
What Predicts Conformity? 209
Critiquing Groupthink 252
Group Size 209 Preventing Groupthink 252
Unanimity 210 Group Problem Solving 253
Cohesion 210
Leadership: How Do Leaders Shape the
Status 211
Group’s Actions? 256
Public Response 211
Task Leadership and Social Leadership 256
No Prior Commitment 212
Transactional Leadership 257
Why Conform? 213 Transformational Leadership 257

Who Conforms? 215 The Influence of the Minority: How Do

Personality 215 Individuals Influence the Group? 258
Culture 217 Consistency 259
Gender 217 Self-Confidence 259
Social Roles 218 Defections From the Majority 260
Group Influences in Juries 260
Do We Ever Want to Be Different? 219
Summing Up 262
Reactance 219
Asserting Uniqueness 221

Summing Up 222
Part Three
Social Relations 265
CHAPTER 7
CHAPTER 8
Group Influence 224
Altruism: Helping Others 266
What Is a Group? 225
Why Do We Help? 269
Social Facilitation: How Are We Affected Social Exchange 269
by the Presence of Others? 226 Social Norms 273
The Mere Presence of Others 226 Evolutionary Psychology 276
Crowding: The Presence of Many Others 229 Comparing and Evaluating Theories of Altruism 278
Why Are We Aroused in the Presence of Others? 230
When Will We Help? 282
Social Loafing: Do Individuals Exert Less Number of Bystanders 282
Effort in a Group? 231 Helping When Someone Else Does 289
Many Hands Make Light Work 232 Time Pressures 289
Social Loafing in Everyday Life 233 Similarity to the Victim 290
 Table of Contents ix

Who Helps? 291 What Is Love? 365

Personality Traits 291 Passionate Love 366
Gender 291 Companionate Love 369

How Can We Increase Helping? 292 What Enables Close Relationships? 371
Reduce Ambiguity, Increase Responsibility 292 Attachment 371
Guilt and Concern for Self-Image 293 Equity 375
Socializing Prosocial Behaviour 294 Self-Disclosure 376
Postscript: The Kitty Genovese Case Revisited 297
How Do Relationships End? 378
What to Do When You Need Help 298
Divorce 379
Conclusions 298
The Detachment Process 380
Summing Up 299
Summing Up 381

CHAPTER 9
Aggression: Hurting Others 300 CHAPTER 11
Prejudice 383
What Is Aggression? 301
What Is the Nature and Power
What Are Some Theories of Aggression? 303 of Prejudice? 384
Aggression as a Biological Phenomenon 304
Defining Prejudice 384
Aggression as a Response to Frustration 309
Prejudice: Implicit and Explicit 386
Aggression as Learned Social Behaviour 312 Racial Prejudice 387
What Are Some Influences on Aggression? 315 Gender-Based Prejudice 390
Aversive Incidents 315 LGBT Prejudice 392
Arousal 316 What Are the Social Sources
Aggression Cues 318 of Prejudice? 394
Media Influences: Pornography and Sexual Violence 319 Social Inequalities: Unequal Status and Prejudice 394
Media Influences: Socialization 395
Television, Movies, and the Internet 322
Institutional Supports 399
Another Media Influence: Video Games 327
Group Influences 332 What Are the Motivational Sources
of Prejudice? 400
How Can Aggression Be Reduced? 335
Frustration and Aggression: The Scapegoat Theory 400
Catharsis? 335 Social Identity Theory: Feeling Superior to Others 401
A Social Learning Approach 336 Motivation to Avoid Prejudice 405
Culture Change and World Violence 338
What Are the Cognitive Sources
Summing Up 338 of Prejudice? 406
Categorization: Classifying People Into Groups 406
CHAPTER 10 Distinctiveness: Perceiving People Who Stand Out 408
Attraction and Intimacy: Attributions: Is It a Just World? 412
Liking and Loving Others 341 Motivation to See the World as Just 413

What Are the Consequences of Prejudice? 415

What Leads to Friendship and Attraction? 345
Self-Perpetuating Prejudgments 415
Proximity 345
Discrimination’s Impact: The Self-Fulfilling Prophecy 416
Physical Attractiveness 349
Stereotype Threat 417
Similarity Versus Complementarity 359
Do Stereotypes Bias Judgments of Individuals? 419
Liking Those Who Like Us 362
Relationship Rewards 364 Summing Up 423
x Table of Contents

CHAPTER 12
Conflict and Peacemaking 426
What Creates Conflict? 427
Social Dilemmas 427
Competition 434
Perceived Injustice 436
Misperception 437

How Can Peace Be Achieved? 441

Contact 441
Cooperation 446
Communication 453
Conciliation 458

Summing Up 460

References RE-1
Chapter Sources CS-1
Glossary GL-1
Name Index NI-1
Subject Index SI-1
Preface

Welcome to the Eighth Canadian Edition of Social Psychology. We (Steven Smith and
Christian Jordan) were excited to write this new edition but also knew it would be a chal-
lenge. We are thrilled to be working with David Myers and Jean Twenge. Both are known
for their excellent books, which are solidly scientific and warmly human, factually rigor-
ous, and intellectually provocative. Their texts are simply the best.
We continue to meet the challenge of creating a comprehensive Canadian social psy-
chology text. How does one select the material for inclusion in a “reasonably comprehen-
sive” introduction to one’s discipline—a text long enough to allow rich narrative (to weave
a story) but crisp enough not to overwhelm? Further, what Canadian content will most
capture the imaginations of Canadian students? We have sought to present theories and
findings that are not too esoteric but that capture the fundamental concepts of the field in a
scientifically rigorous manner. In doing so, we have sought to balance classic findings with
significant current Canadian research. We think you will find that as the book emphasizes
the Canadian context, it also has a strong research focus presented in an understandable
and engaging style.

Organization
The book opens with a single chapter that includes our methods of inquiry. The chapter
also warns students about how findings can seem obvious—once you know them—and
how social psychologists’ own values permeate the discipline. The intent is to give stu-
dents just enough background to prepare them for what follows.
The book then unfolds around its definition of social psychology: the scientific study
of how people think about (Part One), influence (Part Two), and relate to (Part Three) one
another.
Part One, on social thinking, examines how we view ourselves and others. It assesses
the accuracy of our impressions, intuitions, and explanations; and it examines the relation
of our behaviour and our attitudes.
Part Two explores social influence. In this edition, we begin by discussing how social
influence can shape attitudes—that is, how persuasion occurs. This structure allows
instructors to focus on attitude formation and change in a unit that covers Chapter 5,
Chapter 6, and Chapter 7. We continue to examine social influence by examining the
nature of persuasion, conformity, and group influence.
Part Three considers the attitudinal and behavioural manifestations of both negative
and positive social relations. It flows from altruism to aggression and attraction to preju-
dice. Notably, in this edition we have condensed the material on prejudice into one chapter,
but still highlight both the causes and consequences of prejudice in Chapter 11. Comple-
menting this focus on relations between different social groups, we have expanded cover-
age of research on conflict and peacemaking so that it has its own, comprehensive coverage
in Chapter 12. Applications of social psychology are interwoven throughout every chapter.
This book also has a multicultural emphasis that we seek to stress in every chapter.
All authors are creatures of their cultures, and we are no exceptions. Yet by reading the
world’s social psychology literature, by corresponding with researchers worldwide, and
by examining Canada’s extensive research on the many cultures represented in this coun-
try, we have sought to present a multicultural text to a Canadian audience. The book’s

xi
xii Preface

focus remains the fundamental principles of social thinking, social influence, and social
relations as revealed by careful empirical research. However, hoping to broaden our
awareness of the human family, we aim to illustrate these principles multiculturally.
To assist readers, we have organized chapters into three to six readable-length sections.
Each begins with a preview and ends with a summary that highlights the organization and
key concepts.
We have sought, paragraph by paragraph, to craft the most engaging and effective book
possible. The definitions of key terms appear both in the text and in the Glossary.

Highlights of the Eighth Canadian Edition

• Current research. The text is updated throughout, with more than 750 new cita-
tions, to include the most cutting-edge research in social psychology. The latest
findings on automatic processing, evolutionary psychology, video games and
aggression, perceptions of media bias, counter-arguments and attitude inoculation,
culture and helping strangers, motivational sources of prejudice, and misperceptions
of out-groups are just some of the examples of updated research in this new edition.
• Application of social psychology. Social psychology is a very applied discipline.
Yet sometimes there is a gap between the research described on the page and how
it might roll out in real life—the connection can be a bit abstract. In this edition of
the text, we have tried hard to bridge that gap. Chapters feature a set of insights or
a hands-on activity that applies the science you are learning to the real world and
teaches you how to apply what you have learned to your everyday life.
• Additional coverage of gender. Research on gender continues to evolve. Gender is
examined by a number of different researchers in a number of different contexts. As
such, it seems that gender is less a subfield of social psychology and more a very
important variable that is studied in many contexts. Given this evolution, gender is
covered throughout the book in many subsections.
• Additional coverage of social cognitive neuroscience. New developments in brain
imaging and recording have provided a number of new insights in the field. These
findings make a substantial contribution to a number of chapters.
• Strong pedagogy. Readers benefit from features designed to engage interest while
encouraging understanding of core concepts. Pedagogical elements include section
previews; numerous photos, figures, and tables; a running glossary; Focus On boxes
highlighting applied concepts; The Inside Story vignettes, written by leading research-
ers; a summary of each major section within the text; the Summing Up sections
moved to the end of each chapter, to become a resource for students reviewing for
exams; and an index that highlights coverage of concepts such as culture, ethics,
gender, law and justice, and sexuality.
• Relevant examples. Drawn from the arts, business, sports, and current events,
the text’s examples appeal to students from a variety of majors and academic
backgrounds.

What’s New in the Eighth Canadian Edition

Highlights of new and updated material in the Eighth Canadian Edition include the
following.

Chapter 1: Introducing the Science and Methods of Social Psychology

• Revised chapter opener
• New discussion of correlation and causation
 Preface xiii

• New activity exploring potential causes for correlations

• Updated and recent research incorporated throughout the chapter

Chapter 2: The Self in a Social World

• New studies and examples about social comparison on Facebook
• Studies showing that individualism is on the rise globally
• New studies on how narcissism develops and how it impacts leadership
• New study and example of online “humblebragging” as a self-presentation
strategy
• Self-control research reports on when failures of self-control most likely appear and
when they do not, and how self-control exertion leading to self-control failure may
be a uniquely Western occurrence

Chapter 3: Social Beliefs and Judgments

• Current research on partisanship leading to trust or distrust in news media
• New priming research with a new figure and a subliminal-exposure example
• Example of how embodied cognition can be social and positive
• New overconfidence research on how people can change their opinions
• New confirmation bias research on “ideological echo chambers”
• Updated statistics on transportation safety as related to the availability heuristic
• New example about fake news as related to belief perseverance

Chapter 4: Behaviour and Attitudes

• Updated chapter opening
• Revised Activity box that asks readers to explore how they can understand, use, and
defeat compliance tactics
• Updated coverage of topic
• New research in multiple sections

Chapter 5: Persuasion
• Revised chapter opener
• Activity box that asks readers to deconstruct ads and understand the principles
underlying their construction
• New research and recent studies
• New explanations and current examples for elements of persuasion

Chapter 6: Conformity
• Revised chapter and section openers
• Updates of conformity and obedience examples
• Activity box that asks readers to reflect on personal experiences of conformity
• Enhanced discussion of conformity issues in online contexts
• Discussion on conformity in hazing and “frosh week” situations

Chapter 7: Group Influence

• Revised chapter and section openers
• Enhanced discussion of group polarization on the Internet and in politics
xiv Preface

• Revised Activity asking readers to reflect on their own experience of group

influence
• Updated and recent research incorporated throughout the chapter

Chapter 8: Altruism: Helping Others

• Revised chapter and section openers
• Updated and recent research incorporated throughout the chapter
• Revised Activity box that asks readers to consider their definition of altruism as
experienced by them
• Updated discussion of the iconic Kitty Genovese case that launched this line of
research
• Discussion of how the reader can encourage people to help in an emergency
situation

Chapter 9: Aggression: Hurting Others

• Analysis of studies confirming that alcohol consumption is associated with higher
levels of aggression especially among men
• New studies on testosterone and alcohol
• New studies with examples of relative deprivation
• Added examples of aggressive cues related to anger
• Reporting on 130 studies across 10 countries showing laws restricting firearm sales
producing reductions in gun-related crimes
• Research showing the connection between sexually explicit/violent movie watching
and dating sexual violence; how pornography viewing makes people more likely to
be sexually aggressive
• Research showing evidence of the link between violent video games and aggression
and fewer prosocial acts
• Research showing how aggressive behaviour spreads in social groups through
modelling
• New examples of how to reduce aggression

Chapter 10: Attraction and Intimacy: Liking and Loving Others

• Research showing how mere exposure by reading can change attitudes
• Study showing that too much exposure can have a negative effect
• Discussion and research example about online dating sites using similarity as a
basis for matching
• Studies showing how passionate love involves the same brain reward pathways as
addictions to substances
• Research revealing how anxiously attached people can become anxiously attached
to their smartphones
• Research showing that couples report more relationship satisfaction when their
partner understands their perspective in a disagreement

Chapter 11: Prejudice

• Previously separate chapters on the sources and consequences of prejudice have
been combined into a single, comprehensive chapter
• Added examples of prejudice in politics
 Preface xv

• Example of how strong beliefs can exaggerate reality

• Added discussion of criticisms of the Implicit Association Test (IAT)
• Updated statistics on racial prejudice, hate crime incidents, and White nationalist views
• Many new examples of favouritism in employment discrimination
• New reporting on implicit-bias training for police and in the political arena
• New reporting on hostile and benevolent sexism
• Discussion and
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• New discussion on consequences of homophobia and transphobia
• Added research study showing that individuals differ in own-race bias

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es as e n

y
Ross and Wilson (2002) also observe that we perceive positive past
“The past is to be respected selves as psychologically closer in time and negative past selves as more
and acknowledged, but not to distant. Students who recall being popular in high school report that high
be worshipped. It is our future school feels more recent (“It seems like yesterday!”) than those who recall
in which we will find our high school as a more socially awkward time (“It’s ancient history”). This
greatness.” tendency extends to our social groups: German but not Canadian students
Pierre Elliott Trudeau, Canadian Museum felt as though the Holocaust had occurred in the more distant past when
of History Library they read about German atrocities committed at that time (Peetz, Gunn, &
Wilson, 2010).
xvi Preface

The Inside Story

In their own words, prominent social psychologists explain the motives and methods
behind the
35 studies conducted
PART in their
OC AL areas of expertise. These vignettes give students a
REL TIONS
first-hand account of studies cited in the text.

THE INSIDE STORY

I vividly remember the afternoon I began to
appreciate the far-reaching implications of
physical attractiveness. Graduate student Karen
Dion (now a professor at the University of
Toronto) learned that some researchers at our
Institute of Child Development had collected
popularity ratings from nursery school chil-
dren and taken a photo of each child. Although
teachers and caregivers of children had per-
suaded us that “all children are beautiful” and
no physical-attractiveness discriminations could
be made, Dion suggested we instruct some
people to rate each child’s looks and correlate Source: ©andresr/E+/Getty Images.
these with popularity. After doing so, we real- assumed, with a host of implications that investi-
ized our long shot had hit home: Attractive chil- gators are still tracing.
dren were popular children. Indeed, the effect
was far more potent than we and others had Ellen Berscheid, University of Minnesota

Focus On
In these boxes, a 7point–counterpoint
3
approach
l t
to issues encourages students to apply the
concepts of social psychology to their real-world experience.

FOCUS ON

money, Happiness, and Helping

imagine that you won a million dollars in the lot- bill (either $5 or $20) and told them to spend
tery. How would you spend it? Do you think that the money on either a gift for themselves or a
spending the money would make you happy? if gift for someone else or a charitable donation.
you are like most people, you probably thought later that evening, they called the students and
about buying some nice things for yourself with asked them how happy they were. Students who
the money. Recent research by university of Brit- had spent the money on themselves (regard-
ish Columbia researcher elizabeth Dunn and her less of the amount they had spent) were less
colleagues (Dunn, Aknin, & norton, 2008), how- happy than those who had spent money on oth-
ever, suggests that one of the common ways in ers. these experimental findings mirror what is
which we mispredict our future emotional reac- seen in correlational data as well. When people
tions is that we think that spending money on make more money, on average, this only has a
ourselves will make us happy when usually it small effect on their happiness; but if they spend
does not. in contrast, we think that spending money on others—regardless of how much they
money on other people will bring us little joy make—they tend to be a lot happier.
when, in fact, spending money on others usually this line of research is a dramatic example of
makes us quite happy. how the internal rewards for helping others can
to test the impact of spending money on have a larger impact on happiness than even a
oneself versus others, Dunn and her colleagues powerful external reward like money.
gave students an envelope with a fresh new

Applying Social Psychology

As we noted above, most chapters have a hands-on Activity box that applies the science
you are learning
2 to the
CHAP ER 1 real
ntr world
d cInG and
t S teaches
Ie ce a you how to apply
M thodS cIal PS what you have learned to
c loGy
your everyday life.

Activity: Is Common Sense Really That Common?

for each statement, please determine whether you think it is true or false.
1. T F although women’s salaries in 1994 were approximately $14 000 less than
men’s, women’s incomes have gradually increased so that today we are see-
ing women’s salaries at levels comparable to those of their male counterparts.
2. T F due to the high cost of living, the number of full-time workers in a single
household has increased dramatically over the past 10 years.
3. T F canada is known for its attitudes of acceptance of others and its respect
for human rights and freedoms. It is, therefore, not unexpected that we would
have fewer active terrorist groups here than in any other Western democracy.
4. T F there is a positive relationship between how much money we make and
how happy we are. People who are more wealthy are overall happier.
 Preface xvii

Summing Up
Found at the end of each major section wh within
ha pens wh aw chapter,
ct con ra y to ethis
rly d feature summarizes key
ss
ned a t ud s: We
f ti
concepts and draws connections
hen, between
xplains attitude c important
ange In itu tions w issues.
d
ere our attit

SUMMING UP
How Well Do Our Attitudes Predict Our Behaviours?
• Attitudes do not predict behaviour as well as most people believe.
• Attitudes are better predictors of behaviour, however, when social influences
are minimal, attitudes are specific to behaviours, and attitudes are potent
(strong and on one’s mind).

When Does Our Behaviour Affect Our Attitudes?

• When taking on a role, our actions in that role often shape our attitudes.
• When we state a belief (even if we do not initially believe it), our words often
shape our attitudes.
• When we engage in small actions inconsistent with our attitudes, these small
actions can lead to larger actions that can dramatically shape our attitudes
and behaviour.
xviii Preface

In Appreciation
We would like to thank the many people, past and present, who helped us in writing and
revising this book. The following Canadian scholars provided thoughtful and thorough
reviews, and their suggestions have greatly improved each edition:

Craig Blatz, Grant MacEwan Tara MacDonald, Queen’s University

University Stacey L. MacKinnon, University of
Susan Boon, University of Calgary Prince Edward Island
Rena Borovilo, Humber College Daniel McGrath, University of
David Bourgeois, Saint Mary’s Calgary
University Christopher Motz, Carleton
Delbert A. Brodie, St. Thomas University
University Tom Murphy, Western University
Irene Cheung, Western University Jennifer Ostovich, McMaster
Greg Chung-Yan, University of Windsor University
Ken Cramer, University of Windsor Stephen B. Perrott, Mount Saint
Jill Esmonde, Georgian College Vincent University
Deborah Flynn, Nipissing University Jason Plaks, University of Toronto
Ken Fowler, Memorial University of St. George
Newfoundland Kelley Robinson, University of
James Gibson, University of Victoria Manitoba
Gerald Goldberg, York University Stanley Sadava, Brock University
Naomi Grant, Mount Royal University Saba Safdar, University of Guelph
Stephanie Hancock, University of Rodney Schmaltz, University of
Lethbridge Alberta
Gabriella Ilie, University of Toronto Kelly Schwartz, University of
Scarborough Calgary
Linda Jessup, University of Waterloo Monika Stelzl, St. Thomas
Erika Koch, St. Francis Xavier University
University Mahin Tavakoli, Carleton University
Diane Lachapelle, University of New Warren Thorngate, Carleton
Brunswick University
Stephen Livingstone, University of Susan Weir, University of Regina
Toronto Anne E. Wilson, Wilfrid Laurier
Christine Lomore, St. Francis Xavier University
University

We also want to thank the editorial staff at McGraw Hill for their excellent work. Alex
Campbell followed the vision for the new edition of the text. Veronica Saroli provided edito-
rial feedback and assistance throughout the development of the manuscript. Jack Whelan
provided excellent help in guiding the book through the final changes needed for publication.

Christian Jordan Steven M. Smith

Wilfrid Laurier University Saint Mary’s University
Waterloo, ON N2L 3C5 Halifax, NS B3H 3C3
Email: [email protected] Email: [email protected]
Discovering Diverse Content Through
Random Scribd Documents
of eloquence!”

“Well, you see, I know father, and I know that there are two
subjects on which he can be wonderful; one is Sophocles
and the other Milton.”

“I never heard of Sophocles,” said Hermione in her calmest

tone.

“You never heard of Sophocles?” I said, for the temptation

to crow over her was too great to be resisted. “Why, he was
the greatest writer of the tragic muse that ever existed.”

“For goodness’ sake, Dumps—” Hermione pressed her

hands to her ears. “If you talk like that I shall fly.”

“I don’t know him,” I said; “and what is more,” I added, “I

never mean to. If you had a father like the Professor you’d
hate the classics. But after Sophocles,” I continued, “the
person he loves best is Milton. I haven’t read Milton, and I
don’t mean to.”

“Oh, I suppose I shall have to read him,” said Hermione.

“But poor, poor dear Grace! Does he always talk like that,
Dumps?”

“He was particularly lucid to-day,” I said. “As a rule he is

much more difficult to understand.”

“And do you always have your meals with that sort of

stream of learning pouring down you?”

“Oh no; most times he is silent.”

“That must be much better,” said Hermione, with a profound

sigh.
“I don’t know; it’s rather dull. We aren’t allowed to talk
when the Professor is silent.”

“Bless him! And Grace is such a chatterbox, you know.”

“She is very, very nice,” I said.

Just then the Professor came in.

“Where is Dumps?” he said.

I jumped to my feet.

“Good-bye, child,” he said, holding out his hand limply. Then

he drew me to him and pressed a very light kiss on my
forehead.

“Glad you are with Grace—Miss Donnithorne, I mean. Hope

you are enjoying yourself. I’ll expect you back on the
evening of Tuesday. School begins on Wednesday. You
mustn’t neglect your books. As glorious Milton says—”

He rhapsodised for two minutes, then stopped, glanced at

Hermione, and said abruptly, “Don’t know this young lady.”

“Oh yes, you do, Professor,” said Miss Donnithorne. “This is

my great friend, Miss Hermione Aldyce.”

“My father is a great admirer of yours, sir,” said Hermione,

colouring slightly and looking very pretty.

“Eh—eh?” said the Professor. “Don’t like people to admire

me. Good-bye, good-bye.—Good-bye, Miss Donnithorne—
Grace, I mean—no, Miss Donnithorne, I mean. Good-bye,
good-bye!”

He was out of the house and down the path before we had
hardly time to breathe. Hermione went away a few minutes
afterwards, and Miss Donnithorne and I had the evening to
ourselves. We had supper almost in silence. There was a
sort of constraint over us. I looked at Miss Donnithorne, and
saw that she was very pale. I said to myself, “No wonder,
poor thing! She has had some of father’s eloquence dinned
into her ears; it is enough to scare any one.”

After a long period of silence, during which I was scraping

more and more apple off the core of the baked one I had
been eating, and trying to fiddle with my bread and get it to
last as long as possible, she said abruptly, “One’s duty is
sometimes difficult, is it not, little Rachel?”

“Is it?” I answered. “Yes, I suppose so.”

She looked at me again.

“You are the index-finger which points to the path of duty,”

was her next remarkable speech.

This was too much!

“I hate being called an index-finger!” was my answer. “I

don’t know what it means.”

She got up, put her arm round me, and kissed me.

“I would be good to you,” she said in her softest voice.

It really was difficult to resist her. She was a very sweet

woman. I knew it then by the way she kissed me, and I
don’t think in all my life I ever felt anything softer than the
soft, soft cheek which was pressed against mine. Had she
been a girl of my own age, she could not have had a more
delicate complexion.
“You are good to me—you are very good to me,” I said with
gratitude.

“I like you and even love you, and I hope you will like me
and not misunderstand me.”

“But why should I?” I asked.

“Come into the other room, child,” was her remark.

We went into the room where the stuffed birds were, and
Miss Donnithorne sat down and poked up the fire.

Then she said gently, “Does he always talk as much as he

did at tea?”

“Who, Miss Donnithorne?”

“Your father, my dear.”

“Not always,” I answered.

She gave a sigh of profound thankfulness.

“But does he at most times?”

“Most times he is silent,” I said, “and we are all silent too.

It’s the rule at home for none of us to speak when the
Professor is eating. If he likes he speaks, but none of us
does.”

“What do you mean by ‘none of us’?”

“The boys and I. We sit very still. It isn’t difficult for me,
because I am accustomed to it; but Alex—he sometimes
moves his legs, for they are so long. Father is annoyed
then. Father suffers from headache.”
“No wonder, with such a brain. His learning is colossal!”

“It is,” I said wearily.

“You admire him very much, don’t you, Dumps?”

“Naturally, because he is my father.” But then I added, “I

only wish he wasn’t so learned. I hate learning, you know. I
never mean to be learned.”

Miss Donnithorne laughed, and her favourite expression,

“Bless the child!” burst from her lips.
 Part 1, Chapter VIII.
Home Again.

I went home on Tuesday evening. I had no more very

specially interesting conversations with Miss Donnithorne;
but she gave me during the whole of Monday and all
Tuesday, until it was time to put me into the train for my
return journey, a right royal time. I can speak of it in no
other way. I lived for the first time in my whole existence.
She managed to open up the world for me. She did not tell
me about the dead and gone great people, who to me were
very musty and mouldy and impossible; but she talked of
living things—of birds and beasts and flowers. She was
great on flowers. She said the country was the right place
to live in, and the town was a very melancholy abode, and
not specially good for any one. But then she added, “It is
the lot of some girls and some men and women to live in
the town, and when it is they must make the best of it.”

I began to consider her not only a most agreeable woman,

but also a very noble woman.

“Now, if you lived in our house, would you make things

different?” I said.

“I shall—” she began, and then she stopped.

“Oh yes, Dumps—yes. Your house isn’t at all what it ought

to be; it isn’t well ordered.”

“How would you manage things? I wish you would tell me,
Miss Donnithorne—I really do—for now I have been with
you, and eaten such delicious meals, and been in such a
pretty, very clean house, I see the difference.”
“It would be difficult for you to make much change,” she
said; “but of course there are always things to be done.
Your house wants—”

She paused to consider. There came a frown between her

brows.

“Dumps dear,” she said after a pause, “I cannot explain just

now. Your house wants—well, I will say it—to be turned
topsy-turvy, inside out, round about; to be—to be made as
different from what it is now as the sun is different from the
moon.”

“If that is the case I needn’t trouble,” I said in a sort of

desponding tone, “for Hannah won’t work any harder, and I
don’t think I can; and father likes his meals anyhow, and
the boys and I—well, I suppose we are poor; I’m sure I
don’t know, but there doesn’t seem to be much money. It
will feel so strange when I go home.”

“Trust to better times coming,” said Miss Donnithorne. “The

house can be altered. I will write to you about it.”

We were sitting by the fire on the last evening when she

said this. I turned to her.

“Why don’t you tell me now?”

But she said, “No; it will be best to write. The fact is, I could
not tell you now; it will be best to write.”

“What a darling little house this is!” was my next remark. “If
only we could have a sweet little house like this to live in in
town, how happy I should be!”

“It is a nice house,” she said. “I don’t think I’ll give it up. In
fact,” she added, “I have made up my mind not to.”
“Were you thinking of moving?” I asked.

“I have made up my mind that the house shall remain—I

mean that I shall keep the house,” was her unintelligible
remark; and then she got very red—quite scarlet—all over,
and she walked to one of the bookcases, opened it, and
took out two volumes of The Daisy Chain and two more of
The Heir of Redclyffe, and flung them into my lap.

“You haven’t read those, have you?” she asked.

“Oh no,” I replied, opening the first volume that came

handy, and dipping into its contents.

“I think you will like them,” she said. “Take them back with
you; put them into your brown-paper parcel. I mean—” She
stopped.

She was a funny woman, after all. Why did she draw herself
up each moment? It became almost irritating.

Well, the precious, darling, joyful time came to an end, and

I was once more in the train. I was in the train, but on the
rack above me there was no longer a brown-paper parcel—a
hideous, humiliating brown-paper parcel. On the contrary,
there was a neat little trunk in the luggage-van, and the
only thing I had with me was my umbrella, which I held in
my hand. I was wearing the dark-blue dress with the grey
fur, so my hands were warm with my little grey muff, and
altogether I was a totally different creature from the girl
who had travelled down to Chelmsford on the Saturday
before.

Hannah was waiting for me on one of the big platforms at

Liverpool Street Station. I was amused at the way she
stared at me.
“Sakes!” she cried, “who’s that?”

I went up to her and clapped her on the shoulder.

“It’s I. I am smart, am I not, Hannah?”

“Sakes!” said Hannah again, “I wouldn’t ha’ known you.

Here, come along—do. Where in the name of fortune did
you get them things from?”

“I’ll tell you presently.”

“And where’s your brown-paper parcel? My word, if it’s lost

there’ll be a fuss! I don’t think I dare take you home if the
parcel is lost; all your best linen in it, and your night-dress
with the frills, and the handkerchiefs, and the stockings,
and the dress you went down in, and the new skirt and
blouse as the Professor gave you. Wherever be the parcel?”

I felt very dignified and grand. I called a porter.

“My luggage is in the van behind that carriage,” I said—“the

van at the end of the train.”

“You ain’t never put a brown-paper parcel in the van,

child?” said Hannah, in high dudgeon.

“Oh, come along, Hannah,” I said.

I swept her with me. She was quite neatly dressed, but I
saw the cotton-wool sticking in her right ear, and somehow
the depression of all that was before me in the ugly house
swept over my mind with renewed force. The trunk was
small and wonderfully neat. It had my initials, R.G., on it.
Hannah gave a snort.
“I suppose the person as togged you up in all that finery
give you the trunk as well,” she said.

“You may suppose anything you like, Hannah; the trunk

holds my clothes. Ladies cannot go about with brown-paper
parcels. Now then!”

The trunk was put on the top of a four-wheeler—nothing

would induce Hannah to go in a hansom—and we drove
back to the old house belonging to the college. It was dark
and dismal, for the dim light of one gas-jet in the hall only
made the shadows look the deeper. The parlour, too, was
quite hideous to behold. It was more than usually untidy,
for there had been no one to put the books in order or keep
confusion at bay since Dumps had gone. Not that Dumps
was in herself in the very least of the tidy sort, but she was
a few shades tidier than the boys, Alex and Charley.

Alex was sitting by the fire with his shoulders hitched up to

his ears; he was conning a Latin treatise, muttering the
words aloud. I came in, stole softly up to him, and gave him
a slap on the back.

“Goodness gracious! who’s that?”

Alex sprang to his feet. He saw a smartly dressed girl. Alex

secretly adored girls. He became immediately his most
polite self.

“I beg your pardon,” he said, “I—”

He approached in the direction of the nearest gas-jet in

order to turn it up higher. Then he recognised me. He
recoiled at once; he was angry with me for misleading him.

“Oh, it’s you, Dumps! What in the name of fortune did you
steal in like that for, like a thief in the night, and slap me on
the back to make me—”

“Oh, you didn’t know me!” I said, catching his hands and
jumping softly up and down. “Don’t I look nice in my new
dress? Tell me I look nice—tell me—tell me, Alex!”

But Alex was really angry.

“I don’t know anything about it,” he said.

I had counted much on the impression that I should make

on Alex with my dress. I thought he would be respectful and
treat me as a lady. I thought he would begin to see that
even Dumps, with her hair neatly arranged and in a pretty
costume, could look nearly as nice as other girls.

But if Alex failed me, Charley did not. Charley came in at

that moment, and he was in raptures. On his heels came
Von Marlo. And as to Von Marlo, he said quite openly that
Miss Rachel was a most charmingly pretty young lady.

“You shut up!” said Alex. “It isn’t the custom here to praise
girls to their faces. Sit down, Von, or go away, but don’t
stand there looking like a foolish owl.” Nothing could put
Von Marlo out of countenance. He sank down on the nearest
chair, hitched up his great, square shoulders, and gazed at
me from under his penthouse of inky-black hair.

“Very, very nice indeed,” he said. “And where did you get
the dress, Miss—Miss Dumps?”

I was inclined to be friendly with Von Marlo and with

Charley, but I would be quite cold to Alex.

Just at that moment Hannah bustled in with the supper. I

did think she might have made a little struggle to have
something appetising for me to-night; but no, there was the
invariable cold mutton bone and potatoes, boiled this time,
and not too well boiled at that. There was a dear little dish
of something fried, which smelt very good, for father.

Then the Professor came in without his glasses. He could

never see much without them. He called out to me, as
though I had never left the house, “Go and hunt for my
spectacles, Dumps.”

Away I went, and of course I found them and brought them

to him. He put them on his nose, and his eyes fell on Von
Marlo.

“Is that you, Von Marlo?” he said. “Sit down, my dear

fellow, and have some supper.—Alex, help Von Marlo to
whatever there is.”

He pulled the contents of the hot dish towards himself and

began to eat ravenously. There was not even a welcome for
me. He had evidently quite forgotten that I had been away.
After a time I said, “Father, I have come back.”

“Eh?” said the Professor. “By-the-bye, Von Marlo, did you

notice the grand passage you and the other fellows were
construing this afternoon? There was a fellow in the form
inclined to mock at the magnificent words, but that could
not have been you.”

“Oh no, sir,” replied Von Marlo.

“Father, I have come back,” I repeated. “I have come back

from Miss Grace Donnithorne’s.”

“Ah!” he said. The fact that I had come back did not move
him, but the words “Miss Grace Donnithorne” seemed to
rouse him, for he got up, came straight towards me, and
put a hand on my right shoulder and a hand on my left, and
drew me towards him.

“How is Grace Donnithorne?” he said.

“She seems quite well, father.”

“Then that is all right.”

“Aren’t you glad I am back?” I said.

The Professor returned to his seat. “Alex, I shall be obliged

to stay up until the small hours. That paper for the Royal
Society must be finished to-night. I shall send it to be typed
the first thing in the morning. You must get up half-an-hour
earlier than usual, and come to my room for copy, and take
it to the typewriting office in Chancery Lane.”

Not a word about me. I felt a sense of pain at the back of

my eyes. What was the good of having a learned Professor
for a father when he hardly noticed you? I had been so
hoping that my pretty dress would be seen and admired in
the home circle.

I went to bed that night in my comfortless and hideous

room. It was so cold that I could not sleep for some time,
and as I pressed and pressed the bedclothes round me I
could not help thinking of the jolly life some girls had, and
even a few tears rolled down my cheeks. To be very ugly, to
be in no way endowed with any special talent, and to have
a great father who simply forgot your existence, was not
the most enviable lot in all the world for a girl.

“If only mother had lived!” I could not help saying to myself.

Then in my dreams mother seemed to come to me; she

took me in her arms and kissed me and called me her little
darling; and when she did this it seemed to me that looks
mattered nothing and love mattered everything. I was her
child; I was with her; she was all my own.

When I went down to breakfast I was surprised to find that

the only person in the parlour was father. He was not
eating; he was standing on the hearth-rug. His hair was
ruffled up, but his face looked calmer than usual. He was
evidently in one of those moods in which he could be
approached. I had on, of course, my everyday school dress,
and I must start almost immediately for school. I went up
to him and took one of his long hands.

“Father,” I said, “may I ask you something?”

He looked down at me with quite a gentle expression.

“What is it my little Rachel wants?”

“Father, have you got anywhere a picture of my mother?”

He dropped my hands as though they hurt him.

“You want it?” he said.

“I should love to have it.”

“You have missed your mother’s care?”

“Yes.”

“If I—” He stopped.

“Why do you stop?” I said. “You are just like Miss

Donnithorne. She is always beginning sentences and
stopping. But oh! please,”—for he seemed to be going off
into one of his Demosthenes or Sophocles monologues
—“please, if you have a picture of my mother, give it to
me.”

For answer he went out of the room. He was gone two or

three minutes. When he returned he put a little case into
my hand.

“You can keep it; it is yours now by every right. I treasured

it. Understand that I have not forgotten her; but you can
keep it. It is yours by every right.” Before I could reply he
had left the room. I heard him bang the door, and I heard
Hannah’s step on the stairs. I could not stand the thought
of Hannah seeing the little case in my hands. She was the
sort of woman who could be devoured by curiosity. This was
more than I could bear. I flew to my room and put the dear
little case into one of my drawers. I forbore to open it just
then. My heart was warm and full of bliss. I possessed it; I
would look at it to-night. It should lie in my arms when I
slept; I could kiss it in the morning. It was next best to
having mother to have a picture of mother. I was happy.

A few minutes later I was on my way to school. There I met

the Swan girls. They came up to me.

“Well, well,” they said, “how are you? How do you like her?”

“What do you mean?” I said.

“Why, all the world knows that you have been staying with
Miss Donnithorne. Do tell us about her. We are dying with
curiosity. It is no secret, you know.”

“What is no secret?”

“Why, that you have been staying there,” said Rita Swan,
giving her sister a nudge at the moment.
“I don’t want it to be a secret,” I said. “I have had a very
happy time. I’ll tell you about her and her nice house later
on.”

“Oh dear! we are likely to know plenty of her in the near

future,” said Agnes. “But there’s the bell; we must go in.
Come along, Dumps. Why, to be sure, you do look
smartened up! But you will be twice as smart as this in the
future.”
 Part 1, Chapter IX.
The Professor Leaves Home.

As I took my place in class I observed that all the girls

stared at me; and after staring, one whispered to another,
and then they stared again. It was really very confusing.
After a time I did not like it. I thought they were
impertinent. I could have borne with the stares and all the
nudges and the whispers if I had been wearing my dark-
blue dress with the grey fur, for I should have put down the
curious behaviour of my schoolfellows to the fact of the
dress: they were admiring the dress; they were jealous of
the dress. But I had gone to school that morning just the
ordinary Dumps—Dumps in clothes she had grown out of,
Dumps with a somewhat untidy head, Dumps with her plain
face. Why should the girls look at me? It was not possible
that the good food I had eaten and the happy life I had led
at Miss Donnithorne’s could have made such a marvellous
difference in so short a time—just about three days and a
half.

But my lessons were more absorbing than usual, and I

forgot the girls. In the playground I resolved to avoid the
Swans, and in order to do this I went up to Augusta Moore
and slipped my hand through her arm.

“Do let us walk about,” I said, “and let us be chums, if you

don’t mind.”

“Chums?” said Augusta, turning her dreamy, wonderful eyes

upon my face.

“Yes,” I said.
“But chums have tastes in common,” was her next remark.

“Well, you are very fond of books, are you not?” I said.

“Fond of books!” cried Augusta. “Fond of books! I love

them. But that is not the right word: I reverence them; I
have a passion for them.”

She looked hurriedly round her. “I shall never marry,” she

continued in a low whisper, “but I shall surround myself with
books—the books of the great departed; their words, their
thoughts, shall fill my brain and my heart. I shall be
satisfied; nothing else will satisfy me but books, books,
books!”

“Do come to this corner of the playground,” I said. “You

speak as though you were reciting, and if you raise your
voice the least bit in the world some one will hear you, and
we shall have a crowd round us.”

She obeyed me. She was in a world of her own. As I looked

at her I thought she was marvellously like the Professor in
her mind.

“It is a dreadful pity,” I said.

“What is a pity?” she asked.

“That you are not me, and I am not you.”

“Oh dear,” she said, “how you do mix things up! How could I
be you?”

“Well, if you lived with the Professor—if you were his child—
you’d have books; you’d live in the world you love.”
Her eyes lit up then. They really were fine eyes, although
she was—I could not help feeling it—a most provoking girl.

“That would be paradise,” she said. “But that can never

happen. It never does happen. Men like your marvellous,
your wonderful father have commonplace children like you.
Now I, who have all the instincts and all that soul within me
that just burns for books, and books alone, have a painfully
commonplace mother. It is a mixed world. It is painfully
mixed.”

“Well, at any rate let us be chums,” I said, for the Swans

were getting nearer and nearer.

“Oh, as you please, Dumps. But you mustn’t interrupt my

work; I always avoid having a girl chum, because she is
sure to interrupt. If you like to walk with me in recess you
may.”

“Oh, I should, Augusta—I should! I find the other girls so

chattery and so queer. I don’t understand them.”

“Well, naturally, to-day they’re excited,” said Augusta.

She looked full at me.

“What about?” I said.

“Why, about you.”

“But why in the world about me? What has happened to

me? Have I grown—grown beautiful?”

I coloured as I said the words. Another girl would have

laughed, but Augusta did not; it was not her way.
“You are very plain indeed,” she said calmly; “you have not
one feature which could possibly, at any time, grow into a
beautiful feature. But that doesn’t matter. You have
privileges. Every evening you can look at the Professor and
think how marvellous is his brain and how beautiful is his
face. Oh, do you think there is any chance of my being able
to get a ticket for the next meeting of the Royal Society? He
is going to speak. I could listen to him; I could hang on his
words.”

I made no answer; but I made a special resolution. It was

quite impossible for me to be friends with Augusta Moore.
She was looking at me at that moment, however, with great
attention.

“I tell you what it is,” she said; “if you are inclined to be
friends with me, you might now and then get me tickets for
your father’s lectures. I mean, of course,” she added,
colouring very much, “that is, when you do not want them
yourself.”

“I never go to them,” I said fervently. “I would not go to

them for all the world.”

“How queer of you!”

“I think I can promise to get you two tickets for the next
meeting of the Royal Society,” I said, “if it will make you
really happy. Father was busy over his lecture last night. It
has gone to be typed this morning.”

“Oh, don’t!” said Augusta, with a shudder.

“Don’t what?”

“Make the thing so realistic. Leave it, I beseech of you,

leave it in the clouds. Don’t show me the ropes, but get me
the tickets. Do! I shall worship you. I will even think you
beautiful if you can get me tickets for your father’s
lectures.”

“I’ll see; I’ll speak to him to-day.”

Augusta glanced nervously round.

“Do you think it would be possible for you to bring them to

our house? We live just outside Inverness Terrace,
Bayswater. You could come by the Tube. I would meet you,
and I’d bring you home. We have only three rooms, mother
and I—a sort of flat at the top of the house. I come every
day to this school because it is thought quite the best in
London. It doesn’t take long by the Twopenny Tube. You
have a station not far from your house. You could come,
could you not?”

“I could come, of course.”

“Well then, let me see. Shall I meet you at four o’clock to-
day just outside the Bayswater Station? I’ll be there when
you come.”

The bell rang for us to return to school.

“I’ll come,” I said.

“I’ll have quite a nice tea for you—that is, if you care for
food.”

“I do—I love it,” I said in a stout voice. Augusta did not

smile. She went very gravely back to the school. She had
forgotten me; she was a sort of female Professor. I certainly
did not like her, and yet I would get her the tickets and go
to her house. She was better than the Swans.
Agnes Swan came up to me when school was over.

“You have been nasty in your ways to-day, Dumps,” she

said. “Can’t you stay a minute now?”

“No,” I said, “I cannot I must run all the way home; I am

late.”

“Nonsense! Well, will you come to tea with us to-night?”

“No, thank you,” I replied; “I have an engagement.”

“Oh, she’ll have heaps of engagements from this out!” said

Rita. “Don’t worry her. She’ll be much too grand to speak to
us by-and-by.”

“I have an engagement,” I replied. “I am going to tea with

Augusta Moore.”

“Oh, with that old frump!”

“She is an exceedingly clever girl.”

“But you and she have nothing in common, Dumps.”

“Yes, we have,” I replied. “Have we not a Professor in

common?” I murmured to myself; and then I left the Swans
standing discomfited, their faces all agog with longing to tell
me something which I would on no account hear from their
lips.

I hurried back to the house. To my joy, father was in. He

was very neatly dressed. I had not seen him so smart for a
long time. “Why, father!” I said.

“I am leaving home to-night,” was his remark. “I shall be

away for a little. I shall be back presently. You will get a
letter from me.”
“But, father, the lecture at the Royal Society?” I said.

“That is not until next Wednesday, this day week. I shall be

back again by then. I shall return probably on Sunday, or
Monday morning. My dear child, don’t gape. Another man is
taking my place at the school. Here, Dumps, here; you’d
like five shillings, wouldn’t you?”

“Oh yes, father.”

It did not really greatly matter to me whether my dear

father was in the house or not. I was bewildered at his
going; it was quite amazing that he should get any one else
to take his boys in the middle of term, but it did not
seriously affect my interests or my peace. “You have a very
smart coat on,” I said.

“Have I?” he replied, shrugging his shoulders. “Well, if it

pleases you it will please other women. Can’t understand
why people look so much at the exterior. Exterior matters
nothing. It is how the brain is worked, how the mind tells on
the body, how the soul is moved. Those are the things that
matter.”

“Father, have you had any food?”

“Yes; Hannah gave me a chop.”

There was a bone from a mutton-chop on a plate near by,

but there seemed to be no appearance of a meal for me,
and I was very hungry.

“The boys are dining at the school to-day,” said my father.

“Now, my child, it is time for me to be off.”

“But one minute first. There is a girl at school—”

“There are two hundred girls at your school. Which special
one do you now allude to?”

“Her name is Augusta Moore. She has a love for books,

somewhat as you have a love for books.”

The Professor raised one hand.

“I beseech of you, Dumps,” he said, “don’t speak of any

girl’s immature admiration for the great works of the mighty
dead. Don’t! Your words will get on my nerves.”

“Well, I won’t; but she wants to learn, and I suppose she

has a right to,” I said in a somewhat dogged tone. “She has
begged of me to ask you to give her two tickets for next
Wednesday when you are lecturing at the Royal Society.
She wants two, for she would not be allowed to go alone.”

For answer my father stalked across the room. He crossed

the wide hall and entered his own study, a room he seldom
used, for he did most of his home work in his bedroom. He
came back presently with a couple of tickets and threw
them on the table.

“There,” he said; “don’t say anything more about her. Don’t

worry me on the subject. Good-bye, my little girl.”

He stooped and kissed me; his kiss was more affectionate

than usual.

“Be a good girl, Dumps. What I do I do for my children’s

sake.”

“Of course, father;” I said, touched by the feeling which

seemed to be in the kiss he had just bestowed upon me.
“By the way, Dumps, I gave you that picture of your
mother?”

“Oh yes, father; but I have not looked at it yet.”

“It is a good likeness,” he said. “She was a pretty woman,

and a good wife to me; I never forget that. I don’t forget it
now. Good-bye, Dumps.”

“You will write, father?”

“Yes, yes; anyhow you will hear. Good-bye, child; good-

bye.”

I followed him into the hall. There was a neat little

Gladstone bag on a chair. It really was brand-new, and it
had his initials on it.

“Why,” I said, taking it up in my hand, “this is exactly the

same sort of bag as my trunk—I mean it is such very new-
looking leather. How pretty! When did you get it?”

“Don’t be inquisitive, child. Is it new? Upon my word! Well,

that’s all right. Good-bye, good-bye, Dumps.”

He snatched up the bag and went out, banging the hall

door. I went straight back to the parlour and pulled the bell.
I pulled it twice in desperation. There was no response of
any sort.

“Hannah gets worse and worse,” I thought. I was

ravenously hungry. There was not a scrap of preparation for
a meal on the table, only the glass out of which father had
drunk his accustomed quantity of beer, and the bone of the
mutton-chop, and a small piece of bread. Hannah was
certainly in her deafest and worst humour, and the cotton-
wool was sticking firmly into her right ear.
I ran downstairs. I entered the kitchen.

“Sakes!” said Hannah.

I went close to her and dexterously put out my hand and

removed the cotton-wool from her ear.

“Miss Dumps, how dare you?”

“I want my dinner,” I said.

“Sakes! What with frying chops for the Professor, and him
going off in a hurry, why, my head is in a moil.”

“Hannah,” I said, “I must have some food. I am awfully

hungry.”

“Well, set down right there by the kitchen table and I’ll give
you another chop,” said Hannah. “I hear the Professor’s not
coming back to-night. It’s the very queerest thing I
remember happening since your poor mother died. But you
set there and I’ll grill a chop for you, and you shall have it
piping hot, and potatoes as well. There, now, what do you
say to that?”

I thought I would oblige Hannah to any extent with the

prospect of such a meal in front of me, and accordingly I
sat down while she prepared the chop and potatoes.
Presently she brought them to me, and I ate them with the
satisfaction which only a hungry schoolgirl can feel when
she is seldom given a satisfying meal.

“Master said to me just before he left, ‘Tidy up the house a

bit, Hannah.’ Never heard him make such a remark before
in all my life since your poor mother were took.”

“You remember mother very well, don’t you, Hannah?”

“Bless her! yes, I have memories.”

Hannah looked very thoughtful.

“Do sit down,” I said. “You and I are alone in the house.”

“You are her mortal image,” said Hannah as she sank into
her chair.

“I like mother?”

“Not in face, but in ways. You have a sort of coaxing way

with you, and your temper is good—I will say that. But God
only knows who you hark back with regard to face, for you
are plain, Dumps, there’s no doubt of that.”

“So every one says—that is, every one except Mr Von

Marlo.”

“That queer Dutch boy—that foreigner? Nobody minds what

foreigners say.”

“Still, it is nice sometimes, by somebody, to be called even

fairly good-looking,” I responded.

“Maybe you’re in Dutch style,” said Hannah. “I always was

told they had flattened-out faces, same as the Dutch dolls,
you know.”

This remark was scarcely flattering; but then Hannah, on

principle, never did flatter.

“Tell me about mother,” I said. “What was she really like?”

“Mr Alex takes after her. Eyes blue as the sky, a tender,
gentle face, rather tall, rather slim, the sweetest of voices.”

“Why did she die?” I asked.

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