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1
Leadership Experience 7th Edition Daft
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CHAPTER 2
Traits, Behaviors, and Relationships
Chapter Outline
The Trait Approach Know
Your Strengths Behavior
Approaches
Individualized Leadership
Entrepreneurial Traits and Behaviors
In the Lead
Marissa Mayer, Yahoo
Warren Buffet, Berkshire Hathaway
Col. Joe D. Dowdy and Maj. Gen. James Mattis, U.S. Marine Corps
Denise Morrison, Campbell Soup Company, and Michael Arrington, TechCrunch
Leader’s Self-Insight
Rate Your Optimism
What’s Your Leadership Orientation?
Your “LMX” Relationship
Leader’s Bookshelf
Give and Take: A Revolutionary Approach to Success
Leadership at Work
Your Ideal Leader Traits
Leadership Development: Cases for Analysis
Consolidated Products
Transition to Leadership

2
Summary and Interpretation
This chapter explains the importance of traits and behaviors in the development of leadership
theory and research. Some traits associated with effective leadership include optimism, self-
confidence, honesty, and drive. A large number of personal traits and abilities have been
associated with successful leaders, but traits themselves are not sufficient to guarantee effective
leadership. Natural traits and behavior patterns can be developed into strengths. It is important
for leaders to recognize their strengths and acknowledge the interdependence that is a key to
effective leadership.

3
Research suggests that different leader strengths might be better suited to different types of
leadership roles. The chapter describes three types of roles: operational roles, collaborative roles,
and advisory roles. Leaders can be more effective when they are in positions that best match
their natural tendencies.
The behavior approach explored autocratic versus democratic leadership, consideration versus
initiating structure, employee-centered versus job-centered leadership, and concern for people
versus concern for production. The theme of people versus tasks runs through this research,
suggesting these are fundamental behaviors through which leaders meet followers’ needs. There
has been some disagreement in the research about whether a specific leader is either people- or
task-oriented or whether one can be both. Today, the consensus is that leaders can achieve a
“high-high” leadership style.
Another approach is the dyad between a leader and each follower. Followers have different
relationships with the leader, and the ability of the leader to develop a positive relationship with
each follower contributes to team performance. The LMX theory says that high-quality
relationships have a positive outcome for leaders, followers, work units, and the organization.
Leaders can attempt to build individualized relationships with each person as a way to meet
needs for both consideration and structure.
The historical development of leadership theory presented in this chapter introduces some
important ideas about leadership. Although certain personal traits and abilities indicate a greater
likelihood for success in a leadership role, they are not in themselves sufficient to guarantee
effective leadership. Behaviors are equally significant. Therefore, the style of leadership
demonstrated by an individual greatly determines the outcome of the leadership endeavor. Often,
a combination of behavioral styles is most effective. To understand the effects of leadership upon
outcomes, the specific relationship behavior between a leader and each follower is also an
important consideration.
Entrepreneurial leadership is of great concern in today’s turbulent environment because
entrepreneurial leadership is an important source of innovation and change. Entrepreneurial
leaders take risks to bring new organizations into being or create novel solutions to competitive
challenges confronting existing organizations.
Your Leadership Challenge
After studying this chapter, you should be able to:
• Outline some personal traits and characteristics that are associated with effective leaders.
• Identify your own traits that you can transform into strengths and bring to a leadership role.

4
• Distinguish among various roles leaders play in organizations, including operations roles,
collaborative roles, and advisory roles, and where your strengths might best fit.
• Recognize autocratic versus democratic leadership behavior and the impact of each.
• Know the distinction between people-oriented and task-oriented leadership behavior and
when each should be used.
• Understand how the theory of individualized leadership has broadened the understanding
of relationships between leaders and followers.
• Describe some key characteristics of entrepreneurial leaders.
Key Terms and Concepts
Traits: the distinguishing personal characteristics of a leader, such as intelligence, honesty, self-
confidence, and appearance.
Great Man approach: a leadership perspective that sought to identify the inherited traits leaders
possessed that distinguished them from people who were not leaders.
Optimism: a tendency to see the positive side of things and expect that things will turn out well.
Self-confidence: assurance in one’s own judgments, decision making, ideas, and capabilities.
Honesty: truthfulness and nondeception.
Integrity: the quality of being whole and integrated and acting in accordance with solid ethical
principles.
Drive: high motivation that creates a high effort level by a leader.
Strength: a natural talent or ability that has been supported and reinforced with learned
knowledge and skills.
Operational role: a vertically oriented leadership role in which an executive has direct control
over people and resources and the position power to accomplish results.
Collaborative role: a horizontal leadership role (such as team leader) in which the leader often
works behind the scenes and uses personal power to influence others and get things done.
Advisory role: a leadership role that provides advice, guidance, and support to other people and
departments in the organization.

5
Autocratic: a leader who tends to centralize authority and derive power from position, control of
rewards, and coercion.
Democratic: a leader who delegates authority to others, encourages participation, relies on
subordinates’ knowledge for completion of tasks, and depends on subordinate respect for
influence.
Consideration: the extent to which a leader is sensitive to subordinates, respects their ideas and
feelings, and establishes mutual trust.
Initiating structure: the extent to which a leader is task oriented and directs subordinates’ work
activities toward goal achievement.
Employee-centered: a leadership behavior that displays a focus on the human needs of
subordinates.
Job-centered: leadership behavior in which leaders direct activities toward efficiency, cost-
cutting, and scheduling, with an emphasis on goals and work facilitation.
The Leadership Grid: a two-dimensional leadership model that describes major leadership
styles based on measuring both concern for people and concern for production.
Individualized leadership: a theory based on the notion that a leader develops a unique
relationship with each subordinate or group member, which determines how the leader behaves
toward the member and how the member responds to the leader.
Vertical dyad linkage (VDL) model: a model of individualized leadership that argues for the
importance of the dyad formed by a leader with each member of the group.
Leader–member exchange (LMX): individualized leadership model that explores how leader–
member relationships develop over time and how the quality of exchange relationships affects
outcomes.
Introduction
Millard S. (Mickey) Drexler made a success of Gap, Old Navy, and the J. Crew brand. Discuss
the personal characteristics that helped him succeed in the past. Would the same characteristics
help him succeed or make him fail today?

6
Annotated Lecture/Outline
Leadership Challenge #1: Outline some personal traits and characteristics that are associated
with effective leaders.
2-1. The Trait Approach
Traits are the distinguishing personal characteristics of a leader, such as intelligence, honesty,
self-confidence, and appearance. The Great Man approach is a leadership perspective that
sought to identify the inherited traits leaders possessed that distinguished them from people who
were not leaders.
Discussion Starter: Ask students to identify positive and negative traits they have encountered.
Note that some students might identify habits or actions rather than traits. A trait is something
you are, not something you do. For example, a person who is dishonest (a trait) might lie (an
action).
Trait research has been part of leadership studies conducted since the 1940s. Findings suggest
that some traits are essential to effective leadership when other factors are present. Exhibit 2.1
presents some of the traits and their respective categories that have been identified through trait
research over the years.
Exhibit 2.1: Some Leader Characteristics
Teaching Tip: Use Exhibit 2.1 to discuss the positive traits of a leader. Ask students if having
too much of a positive trait can be a bad thing. For example, can independence prevent a
person from collaborating, or can a desire to lead become bossiness? Balance in the amount of
a character trait is important.
2-1a. Optimism and Self-Confidence
Optimism is a tendency to see the positive side of things and expect that things will turn out
well. Numerous surveys indicate that optimism is the single characteristic most common to
top executives.
Discussion Starter: Ask students if too much optimism can result in a leader who is unprepared
when something bad happens.

6
Self-confidence is assurance in one’s own judgments, decision making, ideas, and
capabilities. Self-confidence is related to self-efficacy, which refers to a person’s strong belief
that he or she can successfully accomplish a specific task or outcome. Active leaders need
self-confidence and optimism to face challenges.
New Leader Action Memo: People generally prefer to follow leaders who are optimistic rather
than pessimistic about the future. Complete the questionnaire in Leader’s Self-Insight 2.1 to
assess your level of optimism.
Discussion Question #3: The chapter suggests that optimism is an important trait for a leader,
yet some employees complain that optimistic leaders create significant stress because they don’t
anticipate problems and expect their subordinates to meet unreasonable goals. Do you agree?
Why?
2-1b. Honesty and Integrity
Honesty is truthfulness and nondeception. Integrity is the quality of being whole, integrated,
and acting in accordance with solid ethical principles. Honesty and integrity are the
foundation of trust between leaders and followers.
New Leader Action Memo: As a leader, you can develop the personal traits of self-confidence,
integrity, and drive, which are important for successful leadership in every organization and
situation. You can work to keep an optimistic attitude and be ethical in your decisions and
actions.
Discussion Starter: Ask students if a leader with integrity could be susceptible to dishonesty in
others. Again, balance is important.
2-1c. Drive
Drive is high motivation that creates a high effort level by a leader. Leaders with drive seek
achievement, have energy and tenacity, and are frequently perceived as ambitious. A strong
drive is also associated with high energy.
In the Lead: Marissa Mayer, Yahoo
Discuss the traits that Marissa Mayer demonstrated in her time at Google and Yahoo. How have
these traits helped her to succeed as a leader?
Discussion Question #2: Suggest some personal traits of leaders you have known. What traits
do you believe are most valuable? Why?

7
Leadership Challenge #2: Identify your own traits that you can transform into strengths and
bring to a leadership role.
2-2. Know Your Strengths
The best leaders recognize their strengths and weaknesses. They use their skills and work with
others who have the skills they lack. Interdependence is the key to effective leadership.
Discussion Question #1: Why is it important for leaders to know their strengths? Do you think
leaders should spend equal time learning about their weak points?
2-2a. What Are Strengths?
A strength is a natural talent or ability that has been supported and reinforced with learned
knowledge and skills. Talents are innate traits that can be turned into strengths with learning
and practice.
Leadership Challenge #3: Distinguish among various roles leaders play in organizations,
including operations roles, collaborative roles, and advisory roles, and where your strengths
might best fit.
2-2b. Matching Strengths with Roles
Different strengths can be matched to different types of leadership roles. Three types of
leadership roles are shown in Exhibit 2.2.
Exhibit 2.2: Three Types of Leadership Roles
Teaching Tip: Use Exhibit 2.2 to discuss leadership roles. Ask students to identify traits that
are useful in each of the roles.
The operational role is a vertically oriented management role in which an executive has
direct control over people and resources and the position power to accomplish results. The
collaborative role is a horizontal leadership role (such as team leader) in which the leader
often works behind the scenes and uses personal power to influence others and get things
done. The advisory role is a leadership role that provides advice, guidance, and support to
other people and departments in the organization.

8
New Leader Action Memo: As a leader, you can understand the type of leadership role in
which your strengths would be most effective and satisfying. You can pursue an operational,
collaborative, or advisory leadership role depending on your natural tendencies.
Discussion Question #10: Pick three traits from the list in Exhibit 2.1 that you think would be
most valuable for a leader in an operational role. Pick three that you think would be most
valuable for a leader in a collaborative role. Explain your choices.
Leadership Challenge #4: Recognize autocratic versus democratic leadership behavior and the
impact of each.
2-3. Behavior Approaches
Behaviors, unlike traits, can be learned. Several behavior approaches are used by leaders.
2-3a. Autocratic versus Democratic Behaviors
Autocratic is a leader who tends to centralize authority and derive power from position,
control of rewards, and coercion. Democratic is a leader who delegates authority to others,
encourages participation, relies on subordinates’ knowledge for completion of tasks, and
depends on subordinate respect for influence.
Consider This: Minimal Leadership
Discuss the behaviors described in this list. How do they fit into a behavior approach?
Leadership behavior exists on a continuum reflecting autocratic (boss-centered), another
democratic (subordinate-centered), and a mix of the two styles, as shown in Exhibit 2.3.
Exhibit 2.3: Leadership Continuum
Teaching Tip: Use Exhibit 2.3 to discuss students’ experiences by rating their supervisors on
the leadership continuum.
New Leader Action Memo: As a leader, you can use a democratic leadership style to help
followers develop decision-making skills and perform well without close supervision. An
autocratic style might be appropriate when there is time pressure or followers have low skill
levels.

9
In the Lead: Warren Buffet, Berkshire Hathaway
Warren Buffett is an acknowledged leader. Discuss the traits and behaviors that have made him
successful.
Discussion Question #4: What is the difference between trait theories and behavioral theories of
leadership?
Discussion Question #8: Why would subordinates under a democratic leader perform better in
the leader’s absence than would subordinates under an autocratic leader?
Leadership Challenge #5: Know the distinction between people-oriented and task-oriented
leadership behavior and when each should be used.
2-3b. Ohio State Studies
One early series of studies on leadership behavior was conducted at The Ohio State
University. The analysis of ratings from the studies resulted in two wide-ranging categories of
leader behavior:
• Consideration is the extent to which a leader is sensitive to subordinates, respects their
ideas and feelings, and establishes mutual trust. Showing appreciation, listening
carefully to problems, and seeking input from subordinates regarding important
decisions are all examples of consideration behaviors.
• Initiating structure is the extent to which a leader is task oriented and directs
subordinates’ work activities toward goal achievement. This type of leader behavior
includes directing tasks, getting people to work hard, planning, providing explicit
schedules for work activities, and ruling with an iron hand.
New Leader Action Memo: Discover your leadership orientation related to consideration and
initiating structure by completing the self-assessment exercise in Leader’s Self-Insight 2.2.
Although many leaders fall along a continuum that includes consideration and initiating
structure behaviors, these behavior categories are independent of one another. In other words,
a leader can display a high degree of both behavior types or a low degree of both behavior
types. Research indicates that all four types of leader style combinations can be effective.
In the Lead: Col. Joe D. Dowdy and Maj. Gen. James Mattis, U.S. Marine Corps
Discuss why both leaders were highly respected by followers even though their traits and
behaviors are so different.

10
Discussion Question #5: Would you feel most comfortable using a “consideration” or an
“initiating-structure” leadership style? Discuss the reasons for your answer?
2-3c. University of Michigan Studies
The studies directly compared the behavior of effective and ineffective supervisors. The
effectiveness of leaders was determined by productivity of the subordinate group. Two types
of leadership behavior were established.
• Employee-centered is a leadership behavior that displays a focus on the human needs
of subordinates.
• Job-centered is leadership behavior in which leaders direct activities toward
efficiency, cost-cutting, and scheduling, with an emphasis on goals and work
facilitation.
Leaders could be employee-centered or job-centered, but not both. Performance was also
influenced by other factors related to the situation.
Discussion Starter: Ask students to suggest a study that could provide more insight into
leadership. For example, students could suggest investigating the effect of social media on
leadership.
2-3d. The Leadership Grid
The Leadership Grid is a two-dimensional leadership model that describes major leadership
styles based on measuring both concern for people and concern for production. The grid is
shown in Exhibit 2.4.
Exhibit 2.4: The Leadership Grid®
Figure
Teaching Tip: Use Exhibit 2.4 to discuss the five leadership styles.
Five leadership styles are shown.
• Team management (9,9): Members work together to accomplish tasks. It’s considered
the best style.
• Country club management (1,9): Emphasis is given to people rather than to work
outputs.
• Authority-compliance management (9,1): Efficiency in operations is the dominant
orientation.

11
• Middle-of-the-road management (5,5): A moderate amount of concern is shown for both
people and production.
• Impoverished management (1,1): Leaders exert little effort.
In the Lead: Denise Morrison, Campbell Soup Company, and Michael Arrington,
TechCrunch
Discuss the differences in these leaders’ traits and behaviors. How did they become successful
when their styles are different?
2-3e. Theories of a “High-High” Leader
The research into the behavior approach culminated in two predominate types of leadership
behaviors—people-oriented and task-oriented. The behavior types are shown in Exhibit 2.5.
Exhibit 2.5: Themes of Leader Behavior Research
Teaching Tip: Use Exhibit 2.5 to discuss the differences between people-oriented and task-
oriented leadership. Ask for a show of hands to indicate which type of behavior is more
dominant in their leadership experience.
The findings raise three questions:
• Are these two dimensions the most important behaviors of leadership?
• If and how can people orientation and task orientation exist together in the same leader?
• Can people change themselves into leaders high on people- or task-orientation?
New Leader Action Memo: As a leader, you can succeed in a variety of situations by showing
concern for both tasks and people. People-oriented behavior is related to higher follower
satisfaction, and task-oriented behavior is typically associated with higher productivity.
Leadership Challenge #6: Understand how the theory of individualized leadership has
broadened the understanding of relationships between leaders and followers.
2-4. Individualized Leadership
Individualized leadership is a theory based on the notion that a leader develops a unique
relationship with each subordinate or group member, which determines how the leader behaves
toward the member and how the member responds to the leader. In this view, leadership is a
series of dyads, or a series of two-person interactions, that focus on what each party gives to and
receives from the other. Exhibit 2.6 illustrates the development of related research.

12
Exhibit 2.6: Stages of Development of Individualized Leadership
Teaching Tip: Use Exhibit 2.6 to discuss the development of individualized leadership.
Three stages are identified:
• Vertical dyad linkage
• Leader–member exchange
• Partnership building
2-4a. Vertical Dyad Linkage Model
The vertical dyad linkage (VDL) model is a model of individualized leadership that argues
for the importance of the dyad formed by a leader with each member of the group. Exhibit 2.7
describes the interactions a leader has with in-group members versus interactions with out-
group members.
Exhibit 2.7: Leader Behavior toward In-Group versus Out-Group Members
Teaching Tip: Use Exhibit 2.7 to discuss in-group and out-group relationships. Ask students
how common this type of relationship is in the workplace.
Discussion Question #6: The vertical dyad linkage model suggests that followers respond
individually to the leader. If this is so, what advice would you give leaders about displaying
people-oriented versus task-oriented behavior?
2-4b. Leader–Member Exchange
Leader–member exchange (LMX) is an individualized leadership model that explores how
leader–member relationships develop over time and how the quality of exchange relationships
affects outcomes. Studies have found that the quality of the LMX relationship is substantially
higher for in-group members.
New Leader Action Memo: Answer the questions in Leader’s Self-Insight 2.3 to understand
how LMX theory applies to your own work experience.
2-4c. Partnership Building
Studies have shown that leaders can develop positive relationships with a large number of
subordinates.

13
New Leader Action Memo: As a leader, you can build a positive, individualized relationship
with each follower to create an equitable work environment and provide greater benefits to
yourself, followers, and the organization.
Discussion Question #7: Does it make sense to you that a leader should develop an
individualized relationship with each follower? Explain advantages and disadvantages to this
approach.
Leadership Challenge #7: Describe some key characteristics of entrepreneurial leaders.
2-5. Entrepreneurial Traits and Behaviors
Entrepreneurship refers to initiating a business venture, organizing the necessary resources, and
assuming the associated risks and rewards. Four characteristics are important for entrepreneurs:
• Vision and dissatisfaction with the present
• Ability to get people on board
• Flexibility, openness to feedback, and ability to learn and adapt
• Persistence and execution
Discussion Question #9: Why is an entrepreneurial leader important to an organization? How
is this role different from other leader roles?
Discussion Questions
1. Why is it important for leaders to know their strengths? Do you think leaders should spend
equal time learning about their weak points?
Leaders face challenges that go beyond any individual’s capabilities. Therefore, the best
leaders recognize and hone their strengths, while trusting and collaborating with others to
make up for their weak points. Becoming an effective leader requires discovering your
unique strengths and capabilities and learning how to make the most of them. Leaders
should also learn about their weak points so that they can rely on others to compensate for
their weaknesses. For example, a leader who struggles with managing time effectively can
get assistance from a follower who excels in time management. Many leaders are
hampered by the idea that they should be good at everything.

14
2. Suggest some personal traits of leaders you have known. What traits do you believe are
most valuable? Why?
Students’ answers will vary. Some may mention personal traits like courage, self-
confidence, good communication skills, and dedication.
3. The chapter suggests that optimism is an important trait for a leader, yet some employees
complain that optimistic leaders create significant stress because they don’t anticipate
problems and expect their subordinates to meet unreasonable goals. Do you agree? Why?
Students’ answers will vary. Some may disagree. Leaders at all levels need some degree of
optimism to see possibilities even through the thickest fog and rally people around a vision
for a better tomorrow. Optimism doesn’t mean a lack of problems. It means a positive
outlook for solving problems.
4. What is the difference between trait theories and behavioral theories of leadership?
The trait approach, an early effort to understand leadership success, focused on the leader’s
personal traits, which are distinguishing personal characteristics such as intelligence,
values, self-confidence, and appearance. Fundamental to this theory was the idea that some
people are born with traits that make them natural leaders. The behavior approach says that
anyone who adopts the appropriate behavior can be a good leader. Behaviors can be
learned more readily than traits, making leadership accessible to all.
5. Would you feel most comfortable using a “consideration” or an “initiating-structure”
leadership style? Discuss the reasons for your answer.
Students’ answers will vary. It depends on the project. However, some of them would
prefer using both styles as a “high-high” leader. The grid theory argues that people
orientation and task orientation in the same leader are present when people work with
others to accomplish an activity.
6. The vertical dyad linkage model suggests that followers respond individually to the leader.
If this is so, what advice would you give leaders about displaying people-oriented versus
task-oriented behavior?
Students’ answers will vary. Some may say that the subordinates who rate the leader highly
would have developed close relationships with the leader and often become assistants who
play key roles in the functioning of the work unit. Out-group members are not key players

15
in the work unit. The key to developing in-group members is to form one-on-one
relationships, which also results in higher job satisfaction and performance.
7. Does it make sense to you that a leader should develop an individualized relationship with
each follower? Explain advantages and disadvantages to this approach.
Students’ answers will vary. Some may say that a leader should develop an individualized
relationship with each follower. One major advantage of this approach is that it leads to
higher performance and improved job satisfaction, which allows leaders to rely on
followers for assistance and followers to participate in decision making. The major
disadvantage of this approach is that following stage three of the leader–member
relationship makes it difficult to change the pattern.
8. Why would subordinates under a democratic leader perform better in the leader’s absence
than would subordinates under an autocratic leader?
The democratic leader shares in decision making and values the opinions of subordinates.
Therefore, in the leader’s absence, the subordinates have already engaged in decision
making and are able to carry on. The autocratic leader does not allow subordinate decision
making, and subordinates would be afraid to change their behavior in the absence of the
leader. In addition, autocratic leadership is used when there is a great difference in skill
level and the subordinates cannot function independently.
9. Why is an entrepreneurial leader important to an organization? How is this role different
from other leader roles?
Entrepreneurial leaders are important to an organization because they take risks to create
novel solutions to competitive challenges confronting a business, especially the
development or enhancement of products and services. Unlike other leader roles,
entrepreneurial leadership is a source of innovation and change for established companies.
Entrepreneurial leaders proactively pursue new opportunities and translate new ideas into
practice. Entrepreneurial leaders display creativity, drive, enthusiasm, and vision for the
future. They tend to be persistent and independent. Entrepreneurial leaders are more
concerned with innovation and creating new processes than with maintaining the status
quo.
10. Pick three traits from the list in Exhibit 2.1 that you think would be most valuable for a
leader in an operational role. Pick three that you think would be most valuable for a
leader in a collaborative role. Explain your choices.

16
Students’ answers will vary. Some of them may choose the following roles:
Operational Role:
According to Exhibit 2.1, work-related characteristics include drive, desire to excel;
dependability; fair-mindedness; and perseverance and tenacity. These traits are valuable for
operational leaders who fill vertical management positions in a business. Operational
leaders fill traditional line and general management positions in a business, for example.
They set goals, establish plans, and get things done primarily through the vertical hierarchy
and the use of position power. Operational leaders are doggedly focused on delivering
results. They need high self-confidence and tend to be assertive, always pushing forward
and raising the bar.
Collaborative Role:
According to Exhibit 2.1, social characteristics include sociability, interpersonal skills;
cooperativeness; ability to enlist cooperation; and tact and diplomacy. Leaders in
collaborative roles have horizontal responsibilities and include people such as project
managers, matrix managers, and team leaders in today’s more horizontally organized
companies. Collaborative leaders often work behind the scenes, using their personal power
to influence others and get things done. Collaborative leaders need excellent people skills
in order to network, build relationships, and obtain agreement through personal influence.
Teaching Tools and Exercises
1. Leader’s Bookshelf: Give and Take: A Revolutionary Approach to Success
In Give and Take: A Revolutionary Approach to Success, Adam Grant states that
selflessness makes leaders more effective. Grant identifies three basic approaches to
others—givers, takers, and matchers. Givers make the most successful leaders.
2. On the Web: Go to Leadership501 at www.leadership501.com/ and read Five Most
Important Leadership Traits.
3. Discuss the Following Leader: Napoleon Bonaparte
His brain is among the most perfect that has ever been. His ever ready attention seizes
indefatigably upon facts and ideas, which his memory registers and classifies. His
imagination plays with them freely, and a state of incessant secret tension enables it
tirelessly to produce those political and strategic theses which reveal themselves to him as

17
sudden intuitions comparable to that of the mathematician and the poet. This happens
especially at night when he wakes up suddenly. He himself speaks of “the moral spark”
and “the after-midnight presence of mind.”
Out of this physical and intellectual disposition arose that irresistible impulse towards
action and domination, which is called his ambition. He saw clearly into himself, “It is said
that I am ambitious, but this is an error, or at least my ambition is so intimately allied to my
whole being that it cannot be separated from it.” It cannot be better expressed. Napoleon is
before all else a temperament.
Source: Pieter Geyl, Napoleon For and Against (New Haven: Yale University Press,
1968), 422–423.
• Using Exhibit 2.1, Some Leader Characteristics, identify the leadership
characteristics of Napoleon.
• Napoleon had the ability to rally the French army. Researchers have shown that
effective leaders were often identified with exceptional follower performance. What
traits made Napoleon’s followers support him?
• Could Napoleon be considered a people-oriented, task-oriented, or a “high-high”
leader? Explain. This question could be used as an out-of-class library assignment.
4. Read and Discuss: Tony Schwartz, “Why Great Leaders See More and Exclude Less,”
The New York Times (October 16, 2015).
http://bi.galegroup.com/essentials/search#q=why%20great%20leaders%20see%20more&li
miters=documentsOnly^y
5. Leadership Styles in Action
Divide the class into two groups. One group works for a leader who has a “consideration”
leadership style, while the other works for a leader who has an “initiating-structure” style.
Each group has ten minutes to defend its leader by giving reasons and examples.
• Group I: Consideration describes the extent to which a leader is sensitive to
subordinates, respects their ideas and feelings, and establishes mutual trust (e.g.,
listening, seeking input, and showing).
• Group II: Initiating structure describes the extent to which a leader is task oriented
and directs subordinates’ work activities toward goal achievement (e.g., directing
tasks, planning, and ruling with an iron hand).

18
6. Leadership at Work: Your Ideal Leader Traits
Leadership at Work activities are end-of-chapter text exercises that are also included in
MindTap as gradable assignments.
Students’ answers will vary. Students will likely choose positive character traits that they
already have or hope to develop.
Leadership Development: Cases for Analysis
Consolidated Products
Synopsis
Consolidated Products is a medium-sized manufacturer of consumer products. Ben Samuels was
a plant manager who was well liked by employees. They were grateful for the fitness center,
picnics, and holiday parties. Ben believed it was important to treat employees properly so they
would have a sense of loyalty. Under Ben, the plant had the lowest turnover but the second worst
record for costs and production levels. He was asked to take early retirement and Phil Jones
replaced him. Phil had a reputation as a manager who could get things done. Supervisors were
instructed to establish high-performance standards. Costs were cut by trimming the fitness
center, picnics and parties, and training. Phil believed that if workers did not want to work, the
company should get rid of them.
Questions
1. Compare the leadership traits and behaviors of Ben Samuels and Phil Jones.
Ben Samuels is an employee-centered or people-oriented boss. Ben shows more interest in
people. Employee-centered leaders display a focus on the human needs of their
subordinates, as expressed through the dimensions of leader support and facilitating
positive interaction among followers.
Phil Jones is a job- or task-oriented boss who shows more interest in productivity. Job-
centered leaders direct activities towards efficiency, cost cutting, and scheduling, as
expressed through the dimensions of goal emphasis and work facilitation.

19
2. Which leader do you think is more effective? Why? Which leader would you prefer to work
for?
Students’ answers will vary. Some may say that Ben’s leadership style would be more
effective in the long run and they would prefer working with a leader like Ben. Ben is more
democratic, and Phil is more autocratic. An autocratic leader achieves high productivity,
but the workers feel hostile and when the boss is absent, they produce less. A work
environment that leads to job satisfaction is more democratic than Phil’s. In the short run,
Phil is more effective in terms of reducing costs and increasing productivity, but in the
long term, the high employee turnover will increase company costs.
3. If you were Phil Jones’ boss, what would you do now?
Students’ answers will vary. Some may say that Phil’s boss should encourage him to
change his leadership behavior and become a “high-high” leader. A 9,9 team management
style shows the same level of concern for people, but it takes on completely different
characteristics as it joins with a high level of concern for results. There is a general belief
that “high-high” leadership is a desirable quality, because the leader meets both needs
simultaneously.
Transition to Leadership
Synopsis
Michael Collins, who became Southwest Regional Manager of Creighton Auto Parts, saw the
transition period before and immediately following his appointment as an exciting new
opportunity. During the initial stages of this period, he received inputs on the company’s
procedures, products and services, and individual stakeholders from the outgoing regional
manager. As a first step of his transition, he sent a lengthy e-mail message to all key players on
his new leadership team both as an introduction and a prelude to establishing his vision and
transition program. He traveled around the region meeting with the store managers on his
regional team and held informal meetings with front-line employees. His questions to front-line
workers, in particular, had both positive and negative aspects. He discovered that, for most of
them, this was more than just a job. Many had worked for the company for a number of years
and had a great deal of pride in the company, as well as a deep sense of responsibility toward
their customers.
He also found himself hostage to those who wanted to rant on and on about workplace issues,
their training, their bosses, even their customers. Michael also spent time with the marketing
staff exploring customer satisfaction levels.

20
Michael is an idea guy, a hands-on manager who likes to surround himself with similar kinds of
people. He generates ideas and expects follow-up and accountability. The leadership model he
embraces sets the bar high for him and for everyone who works for him. He looks forward to
injecting a new vision and new standards of service throughout the region.
Questions
1. What do you see as Michael Collins’s leadership traits? Which of these traits do you
consider a strength? A weakness? Explain.
Students’ answers will vary. Some may say that Michael Collins has self-confidence, the
degree to which one is self-assured in judgments, decision making, ideas, and capabilities.
Self-confidence doesn’t mean being arrogant and prideful but rather knowing and trusting
in oneself. Because Michael is initiating a transition program, he will need to bring in
changes and take risks. Self-confidence will help him face the upcoming challenges in the
transition process. He also has drive, high motivation that creates a high effort level by a
leader. Michael finds himself hostage to people’s issues and spending a lot of time
listening to workers. He showed poor time management skill and the lack of ability to
prioritize his tasks in the process. This people-pleasing trait might be detrimental to
Michael because he has to get the job done.
2. What do you think of Michael Collins’s approach to leading the region? How would you
characterize his people-oriented versus task-oriented style? Why?
Michael is spending a lot of time with the employees, understanding their goals, ideas,
opinions, and complaints. He finds himself hostage to those who want to rant about
workplace issues, their training, their bosses, even their customers. Michael is a people-
oriented leader, which may lead him to ignore his tasks. A 1,9 country club style shows a
leader who puts people first, even at the expense of achieving results.
3. How might an understanding of individualized leadership theory be useful to Collins with
respect to his relationship with marketing versus store personnel?
Students’ answers will vary. Some may say that Michael knows that he needs to build good
relationships with the team to initiate the transition process. In individualized leadership, a
leader develops a unique relationship with each subordinate or group member, which
determines how the leader behaves toward the member and how the member responds to
the leader. Leadership is a series of two-person interactions. He held informal meetings
with front-line employees and was surprised to find people who were eager to talk openly
about their goals, ideas, opinions, and complaints. He found the time spent with the

21
marketing staff more rewarding. He spoke to them about the customers and retention and
promotional strategies. His interaction with the marketing personnel helped him analyze
the market data for the company.
Case Assessment Activities
As an additional resource, Case Assessment Activities are provided in downloadable Word files
on the text companion website and as graded assignments in MindTap. These activities include
short cases and scenario-based multiple choice questions that assess students’ comprehension of
chapter concepts. The following open-ended questions accompany these graded assignments and
can be used as discussion starters or for additional subjective assessment.
Questions
1. What traits does Woodside possess that might be helpful to him as he assumes his new
position? What traits might be detrimental?
2. Would you consider Woodside a people-oriented or a task-oriented leader? Discuss which
you think would be best for the new research director at Sunshine.
3. If you were Woodside, what would be your first actions toward your new team, especially
Davis? How might an understanding of individualized leadership theory be useful to
Woodside in this situation? Discuss.

©2018 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
CHAPTER 2
Traits,
Behaviors, and
Relationships

Learning Objectives (slide 1 of 3)
• Outline some personal traits and characteristics
that are associated with effective leaders
• Identify your own traits that you can transform
into strengths and bring to a leadership role
• Distinguish among various roles leaders play in
organizations, including operations roles,
collaborative roles, and advisory roles, and
where your strengths might best fit

• Recognize autocratic versus democratic
leadership behavior and the impact of each
• Know the distinction between people-oriented
and task-oriented leadership behavior and
when each should be used

• Understand how the theory of individualized
leadership has broadened the understanding of
relationships between leaders and followers.
• Describe some key characteristics of
entrepreneurial leaders

Traits
The distinguishing personal
characteristics of a leader,
such as intelligence, honesty,
self-confidence, and
appearance

Great Man Approach
A leadership perspective that
sought to identify the inherited
traits leaders possessed that
distinguished them from people
who were not leaders

Exhibit 2.1 – Some Leader
Characteristics
Sources: Bass and Stogdill’s Handbook of Leadership: Theory, Research, and Management Applications, 3rd ed. (New York: The Free Press,
1990), pp. 80–81; S. A. Kirkpatrick and E. A. Locke, ‘‘Leadership: Do Traits Matter?’’ Academy of Management Executive 5, no. 2 (1991), pp. 48–
60; and James M. Kouzes and Barry Z. Posner, The Leadership Challenge: How to Get Extraordinary Things Done in Organizations (San
Francisco: Jossey-Bass, 1990).

Characteristics of Leaders (slide 1 of 2)
• Tendency to see the positive side of things and
expect that things will turn out well
• Assurance in one’s own judgments, decision
making, ideas, and capabilities
• Truthfulness and nondeception

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Sheridan, R. B., 1251.
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Shirts, specimen of pride about, 859.
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Shoes, notice of shoes and buckles, 1354; hiding presents in
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Shore, Jane, notice of, 417.
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Showman, engraving of the German showman, 1329.
Shropshire, crying the mare in, 1163.
Shrove Monday, and peas and pork, 282.
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Sidney, sir Philip, notice of his oak, 1033.
Signs on alehouses, 789.
Singlestick or backsword, 1341, 1399.
Sisters, the Biddenden, engraving and account of, 442, &c.
Sistine Chapel at Rome, grand religious pageants in, 396, 435.
Sixpence, anecdote of a lost one, 1575.
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Smith, Mr. J., a date in Panyer Alley engraved in wood by, 1134,
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Snails, predicting fortunes by, in Scotland, 385.
Snow, great fall of in 1814, 101; blue and pink shades of, 72;
accounts of women lost in, 177, 395.
Societies, united one of Master Chimney-sweepers established
in London, 619; also a Gymnastic Society, 1568; Cecilian
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Somersetshire, receipt for making Somersetshire bacon, 813;
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Somnambulism, cases of, 1297.
Songs, Scottish, essay on, 713.
Sops and ale, local custom of, 693.
Sotheby and Leigh, booksellers, notice of, 696.
South Downs, custom in, 1562.
Spectator, (The,) ridicule of lotteries in, 1437.
Spectres. See Apparitions.
Spider (field) notice and calculation about its gossamer, 1188,
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Spilsbury, Mr., notice of, 1486.
“Spirit’s blasted tree, The,” in Wales notice and engraving of,
1023.
Spurzheim and Gall, Drs., notice of, 1122.
Squires, old English, their houses and mode of living, 1620-
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Staines (Middlesex) church, singular spectacle at, 1225.
Stationers’ Hall, St. Cecilia’s feast at, 1567.
Steevens, G. A., anecdote of, 224.
Stiles, (field) inconveniences and pleasures of, 903.
Stockings, finding presents in, 1598.
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Stools, shoemakers’ amusement with, 901.
Storms, in 1826, 1130; at Enghien, 1235; at Wigton, 1299.
Story-telling, custom of, 599; its value in winter, 1617.
Strand May-pole, 660.
Street entertainments, 1319, &c.
Stroud, abundance of earwigs at, in 1755, 1099.
——, sir William, convicted of swindling, 45.
Stuart, Arabella, (Arabella Seymour,) notice and autograph of,
734.
Stubbins, Dr., anecdote concerning, 1392.
Students, curious instance of one, 1068.
Studley, Royal, Yorkshire, description of, 1061.
Study, peculiar mode of pursuing, 1267.

Subscription for relief of distress, notice of, 1111.
Suffolk, customs in, 1165.
Sugar-cuppers, in Derbyshire, notice of, 451.
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Sunsets in England, 1185.
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Surrey hills, spring walk on, 557.
Sussex, new year’s day in, 23.
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Wax (sealing) account of, 263.
Weald of Kent, origin of the term, 450.
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Westmoreland, custom in, 450.
Wetting the block, custom of, 471.
Wheel, lottery, engraving of, 1439; case of a ticket sticking in
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Whichmore, Staffordshire, custom at, 807.
Whig, old, description a newspaper so called, 1301.
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Whipping, curious action at law for not being whipped, 1389.
White Conduit, the, at Pentonville, engraving and notice of,
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White, —, his curious address to the devil, 1239.
——, rev. B., his account of various ceremonies at Seville, 405,
421, 436.
Whitefield, G., his first pulpit, 1564.
Whitehaven, customs at, 1645.
Whitsuntide, 663.
Whittaker, C., his charity at Birmingham, 1627.
Whittle, Jemmy, 542.
Whitworth, doctor, the, notice of, 477.
Wigan, Lancashire, abundance of gossamer at, 331.
Wigs, a glass one, 1196.
William III., centenary of his landing, 1374; notices of some of
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Willis, Dr. Browne, his autograph, and anecdotes of him, 292,
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Wills, duchess of Exeter’s, 531; a curious one of H. Trigg, 1325.
Wiltshire, customs in, 1207, 1399.
Wimble, Will, of the Spectator, (Mr. T. Morecroft,) notice of, 897.
Winchester college, anecdote, 710.
Windsor, St. George’s chapel at, completed by sir R. Bray, 1072.
Winnold fair, Norfolk, 283.
Winter in town, 48.
Wisbech, St. Mary, fête at, 882.

Witchcraft, notices of, 181, 1328; Margaret and Phillis Flower
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Witheridge, the pretended Caraboo born at, 1638.
Withrington, earl, Camberwell beadle a descendant from, 1564.
Wives, mortality of, in Essex and Kent, 923; sale of her dead
husband by one, 1301.
Women, riders at horse-racing, 1061; custom at their lyings-in,
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—— Mr., his speculation about iron, 520.
Woodcock, Elizabeth, buried in a snow storm, 175.
Woodstock, notice of the novel called, and history of the good
devil of, 582.
Wolverhampton fair, 939.
Woolcombers, deserted by St. Blase, 1560.
Woolley, James, the miser of Loscoe, notice of, 1192.
Worms, Palmer, notice of, 1128.
Worcestershire, custom in, 1576.
Wraiths and fetches, notice of, 1111, &c.
Wrestling, sir T. Parkyns, author of a book on, sculptured on his
monument as wrestling with death, 874; different modes of
wrestling, 1009; wrestling at the Eagle tavern, 1333; for a
boar’s head at Christmas, 1649.
Wright, rev. —, in Scotland, and presbytery of Ayr, notice of,
1157.
Writing, hand, curious instances of, 1215.
Writing ink, receipts for, 265, 266.
Yardley, Mr., a fraudulent debtor, 1241.
Yarmouth dinners, custom at, 636.
Year, the, riddle on, 26.
Yenlet creek, notice of, 924.
Yeomen of the guard, instituted in 1485, 1351.
York, duke of, anecdote about his celebrated speech, 1575.

Yorkshire, customs in, 21, 548.

II. INDEX TO ROMISH SAINTS.
Afra, August 7.
Apollonia, February 9.
Botolph, June 17.
Cecilia, November 22.
Concord, January 2.
David, March 1.
Declan, July 28.
Denys, October 9.
Edward, March 18.
George, April 23.
Hugh, November 17.
James, July 25.
John Baptist, July 24, and August 29.
Leonard, November 6.
Magdalen, July 22.
Margaret, July 20.
Mark, April 25.
Martha, July 29.
Matthias, February 24.
Maurice, September 22.
Michael, September 29.
Patrick, March 17.
Surin, or Severin, October 23.
Veronica, January 13.
Victor, July 21.
Winwaloe, March 3.
III. INDEX TO THE POETRY.
Original, By
Anonymous, 900.
A small Bookseller, 186.

B. S. G. S., 615.
B. W. R., 1244.
C. T., 916, 1212.
A Correspondent, 900.
A Gentleman of Cambridge, 1367.
A Gentleman of Literary Habits, 24.
H., 942.
Jackson, S. R., 119.
J. J., 1151.
J. O. W., 44.
J. P., 884.
J. R. P., 1041.
J. W., 784.
Jennings, J., 1138.
Lander, H. M., 709, 1100.
May, Cornelius, 898.
Prior, J. R., 709, 1141, 1213.
Pulci, 494.
S. R. J., 646, 818, 1100, 1310, 1342.
*, *, P., 983, 1071, 1630.
A small Bookseller, 187.
Tomlinson, C., 1211.
W. T. M., 1227, ib., 1580, 1590, 1596.
X., 434.
Original, By * The Editor.
The Christmas Days, 30.
“The king drinks,” 31.
Dr. Busby’s chair, 34.
Paul Pry’s Song, 51.
Seasonable refreshment, 59.
Swearing on the horns at Highgate, 79.
Lark-shooting in France, 91.
Skating on the Serpentine, 98.
February, 170.
Elizabeth Woodcock, 175.

Dr. Browne Willis, 193.
Travelling in Ireland, 239.
March, 273.
Merriment in March, 290.
Affectionate brothers, 314.
The “Common People,” 314.
Disdain of Unfeelingness, 318.
Elephant killed at Exeter Change, 321.
April, 479.
May, 567.
Country May-pole, 575.
Milkmaids’ dance, 591.
Duke of Baubleshire, 679.
June, 722.
Mock election for Garrett, 840.
July, 890.
Summer scene in the Potteries, 994.
August, 1047.
Harvest home, 1153.
September, 1183.
Baron Brown, 1217.
Hammersmith pump, 1231.
October, 1281.
German showman, 1330.
November, 1362.
The last Lottery, 1406.
The “Old General,” 1570.
December, 1586.
The Table Book, 1664.
AUTHORS CITED.
Bamfylde, 1644.
Beattie, 662.
Beaumont and Fletcher, 1272.
Bidlake, 490.
Blake, 626.

Bloomfield, 658.
Bowles, Rev. W. L., 138, 1150.
Bowring, 787, 880.
Brown, baron, 1223, &c.
Brown, Hawkins, 399.
Burns, 715.
Byron, lord, 400, 1078, 1101.
Chaucer, 578.
Clare, 288, 318, 320, ib.
Corbet, Bp., 1390.
Daniel, 1103.
Darrell, Dr., 293.
Darwin, 72.
Dibdin, C., 72, 504, 1062, 1364.
Donne, 354.
Drummond, Dr. H., 212.
Dyer, 276, 640.
Dryden, 148, 150, 579.
Edwards, J., 638.
Elton, C. A., 1150.
Ferguson, 17.
Filicaia, 368.
Garrick, D., 1352.
Gay, 356, 594, 596, 607.
Geweaux, 400.
Glover, 1392, 1393.
Goldsmith, 662, 905.
Grahame, 5, 47, 164, 1178.
Herrick, 1159, 1319.
Hood, T., 1548, 1552.
Howitt, 484, ib., 528, 1277.
Hunt, L., 580.
Hurdis, 728.
Jonson, B., 530, 608, 728, 1033, 1630.
Keats, J., 250.
Kleist, 496.

Landon, Miss, 42, 614.
Leslie, 614.
Leyden, J., 173.
Love, David, 229.
Lovelace, col. R., 561.
Manners, lady, 1104.
Menecrates, 494.
Moore, T., 143, 767, 1146.
Milton, 640.
Montgomery, 528, 1396.
Naogeorgus, 136, 197, 663, 693, 1080, 1090, 1370, 1597.
Nichols, John, 1640.
Ovid, 598, ib., 729.
Philips, 1270.
Phœnix of Colophon, 1111.
Polwhele, 7.
Prior, 606.
Pughe, Dr. W. O., 1615.
Radcliffe, Mrs., 1022.
Reynolds, J. H., 1234.
Robinson, Mrs., 1174.
Ryan, R., 530.
Sannazaro, 580.
Scott, 1023, 1094.
Shakspeare, 1026.
Smart, 1182.
Somerville, 357.
Southey, 1033, 1094.
Southwell, 1157.
Spenser, 2.
Stevens, J. L., 578.
Swift, 1302.
Theognis, 1111.
Thomson, 362, 490, 888, 1190.
Tusser, 1158, 1173.
Virgil, 147, 150.

Vincent, Rev. J., 1191.
Warner, 136.
White, H. K., 666.
Warrington, Rev. G., 1028.
Whistlecraft, 1650.
Wilford, B., 574, 770, 868.
Willis, Browne, 297.
Wordsworth, 115, 285, 286.
Works cited.
Alexander and the King of Egypt, 1646.
Bellman’s Treasury, 1594, 1626, 1627, 1636, 1644.
Caps well fit, 439.
Colonial Advocate, 713, 714, &c.
Evans’s old Ballads, 741.
Examiner, 368.
Fables, by Thomas Brown the younger, 1042.
Gentleman’s Magazine, 174, 694, 982, 990.
Grub-street Journal, 158.
Hood’s, T., Whims and Oddities, 1548, &c.
Lady’s Scrap-book, 472.
Leonidas of Tarentum, 510.
Literary Pocket-book, 720.
Morning Chronicle, 1204.
Morning Herald, 100, 630.
New Monthly Magazine, 42, 1556, 1663.
Nichols’s Collections, 164.
Perennial Calendar, 119, 162, 876.
Poetical Calendar, 1166.
Poor Robin, 486, 678, 1383.
Post Boy, 1422.
Times, The, 1146.
Widow’s Tale, 499.
Anonymous.

8, 10, 14, 30, 111, 135, 185, 186, 233, 239, 378, 387, 399, 429,
556, 557, 570, 571, ib., 572, 573, 590, ib., 594, 596, 608,
624, 711, 837, 896, 939, 967, 990, 1011, 1018, 1029, 1102,
1185, ib., 1188, 1190, 1276, 1285, 1315, 1328, 1350, 1377,
1381, 1386, 1453, 1456, 1459, 1493, 1503, 1504, 1506,
1507, 1509, 1510, 1517, 1519, 1524, 1551, 1585, 1594, ib.,
1595, 1596, 1616, 1626, 1627.
IV. CORRESPONDENTS’ INDEX.
A., 539, 574, 733.
A. O. B., 595.
A Reader, 1584.
An Admirer of the Every-day Book, 1645.
An Essex Man, 1172.
Alpha, 457.
B. S. G. S., 615.
Brandon, Henry, 710, 1635.
Browne, J. Francis, 1215.
C. C——y, M. R. C. S. E., 467, 1142.
C. L., 515, 842.
C. T., 599, 916, 1103, 1207, 1210, 1379, 1399, 1649.
D., 1217.
Dewhurst, Henry William, 668.
Doowruh, W., 683.
E. S. F., 911.
E. W. W., 535.
Eta, 496.
An Exonian, 1652.
Fumo, 397.
G., 1571.
G. B., 917.
G. J., 1105.
G. H. I., 1166.
Gulielmus, 1259.
Gwilym Sais, 1615.

H., 636, 903, 942.
H. B., 1336.
H. H. N. N., 161.
Honeycomb, Will, 432.
I. E——tt, 531.
Ignotus, 1649.
I. J. T., 1116, 1155, 1334.
J., 557.
J. B., 448.
J. D., 1613.
J. E. —— T. T., 531.
J. F., 491, 494, 1043.
J. G., 29.
J. H., 542, 1248.
J. H. B., 1111, 1275, 1653.
J. H. C., 955.
J. H. H., 91.
J. J. A. F., 442, 797, 929, 1060, 1518.
J. J. T., 1116, 1155, 1334.
J. K. S., 659.
J. L., 881.
J. O. W., 43.
J. P., 478, 548, 882.
J. R. P., 374, 792, 1583.
J. S., 23, 660.
J. S. Junior, 74.
J. W., 553.
J. W. H., 455.
J——n, J——k——n, 1655.
Jackson, S. R., 118.
Jehoiada, 1559, 1562.
Jennings, James, 1136.
Johnson, Benjamin, 367, 370, 729, 791.
K., 223, 283, 669.
Kier, Robert, 484.
Lander, H. M., 709, 1100.

Lector, 789.
N. G., 913.
N. N., 1599.
An Old Correspondent, 1606.
P., 1059, 1374.
P. P., Jun., 609.
Parallel Barrister, 653.
Pasche, 377.
Paul Pry, 49.
Peakril, A, 451.
Prior, J. R., 707, 931, 815.
R. A. R., 1170.
R. H. E., 139.
R. J., 256.
R. R., 1156.
R. S., 665.
R. T., 744, 1037, 1255, 1307.
Reddock, John Wood, 13.
S. G., 1347.
S. M., 1163.
S. P., 54.
S. R., 907.
S. R. J., 815, 907.
Sam Sam’s Son, 650, 969, 1008.
Selits, 1576.
A Shoemaker, 470, 1045.
Sleafordensis, 1246.
A Small Bookseller, 186.
*, *, P., 1269, 1291, 1341, 1351, 1628.
Sykes, John, 689.
T. A., 249, 375, 413, 532, 1565.
T. B., 1661.
T. W. L., 858, 861.
Thomas, S., 185.
W. H., 472, 767.
W. H. H., 1596.

W. P., 599, 936.
W. S., 122, 379, 504.
W. W., 1627.
Z., 1634.
V. INDEX
TO THE ONE HUNDRED AND FORTY-FIVE
ENGRAVINGS CONTAINED IN THE VOLUME.
1 Almanack, the “Clog,” Frontispiece.
2 Adalberonis, (Caput sancti,) 1073.
3 April, 479.
4 Avingham, riding the fair at, 1655.
5 August, 1047.
6 Autumnal dress in the fourteenth century, 1342.
7 Baubleshire, duke of, 679.
8 Beadle, (parish,) 129.
9 Becket, St. Thomas à, 929.
10 Ben, old General, of Nottingham, 1569.
11 Biddenden Sisters, the, 443.
12 Boscobel House, 697.
13 —— ——, another view, 699.
14 Boys, street images of, 315.
15 Brown, (Baron,) the Durham poet, 1217.
16 Busby, Dr., his chair, 33.
17 Calves-head club, 159.
18 Car (common travelling) in Ireland, 242.
19 Caraboo, or the wonder of the west, 1631.
20 ——, another engraving, 1634.
21 Carving, ancient, 497.
22 Cat; street image of one, 312.
23 Chimney-sweeper (a machine) 617.
24 —— —— another, 624.
25 Christ’s effigy sent to Abgarus, 63.

26 Cobblers’ festival at Paris, 1055.
27 —— —— another engraving, 1057.
28 Cooke, Sir G., M. P. for Garrett, 830.
29 Cupid, popular representation of, 1545.
30 December, 1585.
31 Dog on trial, 199.
32 Dolmoors, marks for allotting grounds so called, 921.
33 Dream of human faces, 1537.
34 Dunmow, custom about flitch of bacon, 799.
35 —— taking the oath at, 801.
36 Dunstan, sir Jeffrey, M. P. for Garrett, 829.
37 Effigy in Panyer-alley, 1135.
38 Elephant at Exeter-change, 321.
39 —— —— —— —— —— den of, 335.
40 —— killed at Geneva, 705.
41 Emerson, W., autograph of, 690.
42 Execution of farmer Carter’s dog for murder, 199.
43 February, 169.
44 Fountain in June, 785.
45 Garrett, mock election for, 839.
46 —— —— —— —— another engraving, 851.
47 George (St.) and the dragon, 1272.
48 German showman, 1329.
49 Grain measure, 126.
50 Gymnastic exercises, 657.
51 Hampden, John, autographs of, 475.
52 Harvest home, at Hawkesbury, 1153.
53 Heriot, George, hospital founded by 751.
54 —— —— his statue, 753.
55 —— —— his arms, 913.
56 —— —— his autograph, ib.
57 Irish car, 242.

58 Islington old church (St. Mary) 505.
59 Ivanovitch (Vassili) a Russian prince, 548.
60 Jack o’ the green, 577.
61 January, 1.
62 Jenkins, Henry, 1601.
63 Jones, John, of Wandsworth, 821.
64 July, 890.
65 June, 721.
66 “The king drinks,” 31.
67 Lance (holy) 430.
68 Lark-shooting in France, 91.
69 Laughing boy, 543.
70 Leverian Museum, 986.
71 —— —— ticket, 991.
72 London, mayoralty seal of, 257.
73 —— Edward First’s seal for port of, 881.
74 —— an old watch-tower of, 629.
75 —— —— —— —— —— explanatory engraving, ib.
76 Lottery, drawing of, at Guildhall, 1019.
77 —— the last stage of the last, 1407.
78 —— horseback, 1408.
79 —— another, from a lottery bill, 1409.
80 —— wheel, 1439.
81 —— drawing of prizes in, 1441.
82 —— bills, the kitchen-maid from, 1503.
83 —— the cook-maid, 1503.
84 —— the successful footman, 1503.
85 —— the starved apothecary, 1519.
86 —— over-danced man, 1519.
87 —— milkmaid, 1520.
88 —— Nobody, 1520.
89 Love, David, 225
90 Mansfield, Lord, his autograph, 396.

91 March, 273.
92 —— merriment in, 289.
93 Martyr’s stone at Hadleigh, 211.
94 Matthews (Mr.) at home, 465.
95 May, 567.
96 May-dew dancers at Arthur’s seat, Edinburgh, 610.
97 May-garland (Northampton) 615.
98 —— pole (country) 575.
99 —— —— (planting the village) 593.
100 Mercury, 1327.
101 Michael, St. 1271.
102 Milkmaids’ dance, 591.
103 Minerva, 463.
104 Monkeys in an oyster-shop, 59.
105 “My son, sir,” 1542.
106 Necton Guild, 671.
107 New River at Hornsey, 1311.
108 Ninepenny Marl, 983.
109 November, 1361.
110 October, 1281.
111 Parrot; street image of one, 311.
112 Patrick’s (St.) day, 383.
113 Paul Pry in the character of Mr. Liston, 49.
114 Paul’s Cross, preaching at, on Good Friday, 414.
115 Plants, machine for determining the gradual increase of,
186.
116 Potteries, (the,) a summer scene in, 993.
117 Price, Charles, the arch-impostor, 1473.
118 —— —— —— —— —— —— another engraving, 1474.
119 Procession of the Scald Miserables, 524.
120 Pump at Hammersmith, 1231.
121 Refreshment, seasonable, 59.
122 Richard III., his well, 1105.

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