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 For Alexandra Corinne Myers,
beloved granddaughter

For my mother, Beverly DeWall (1950–2011),

an educator who provided love, support, and inspiration
About the Authors

David Myers received his psychology Ph.D. from the University of Iowa.
He has spent his career at Hope College, Michigan, where he has taught
dozens of introductory psychology sections. Hope College students have
invited him to be their commencement speaker and voted him “outstand-
ing professor.”
His research and writings have been recognized by the Gordon Allport
Intergroup Relations Prize, by a 2010 Honored Scientist award from the Fed-
eration of Associations in Behavioral & Brain Sciences, by a 2010 Award for
Service on Behalf of Personality and Social Psychology, by a 2013 Presiden-
tial Citation from APA Division 2, and by three honorary doctorates.
With support from National Science Foundation grants, Myers’ scientific
articles have appeared in three dozen scientific periodicals, including Sci-
ence, American Scientist, Psychological Science, and the American Psychologist. In
addition to his scholarly writing and his textbooks for introductory and so-
cial psychology, he also digests psychological science for the general public.
His writings have appeared in four dozen magazines, from Today’s Education
to Scientific American. He also has authored five general audience books, in-
cluding The Pursuit of Happiness and Intuition: Its Powers and Perils.
Hope College Public Relations David Myers has chaired his city’s Human Relations Commission, helped
found a thriving assistance center for families in poverty, and spoken to
hundreds of college and community groups. Drawing on his experience,
he also has written articles and a book (A Quiet World) about hearing loss,
and he is advocating a transformation in American assistive listening
technology (see www.hearingloop.org). For his leadership, he received an
American Academy of Audiology Presidential Award in 2011, and the Hear-
ing Loss Association of America Walter T. Ridder
Award in 2012.
He bikes to work year-round and plays daily
pickup basketball. David and Carol Myers have
Kathleen Paulsson

raised two sons and a daughter, and have one

granddaughter, with whom he is shown here, and
to whom he dedicates this book.

vi
 Nathan DeWall is professor of psychology and director of the Social Psy-
chology Lab at the University of Kentucky. He received his bachelor’s degree
from St. Olaf College, a master’s degree in social science from the University
of Chicago, and a master’s degree and Ph.D. in social psychology from Flor-
ida State University. DeWall received the 2011 College of Arts and Sciences
Outstanding Teaching Award, which recognizes excellence in undergraduate
and graduate teaching. In 2011, the Association for Psychological Science
identified DeWall as a “Rising Star” for “making significant contributions to
the field of psychological science.”
DeWall conducts research on close relationships, self-control, and aggres-
sion. With funding from the National Institutes of Health and the National
Science Foundation, he has published over 120 scientific articles and chap-
ters. DeWall’s research awards include the SAGE Young Scholars Award from
the Foundation for Personality and Social Psychology, the Young Investiga-
tor Award from the International Society for Research on Aggression, and
the Early Career Award from the International Society for Self and Identity.
His research has been covered by numerous media outlets, including Good
Morning America, Newsweek, Atlantic Monthly, New York Times, Los Angeles Times,
Harvard Business Review, and National Public Radio. DeWall blogs for Psychol- Brian Connors Manke

ogy Today. He has lectured nationally and internationally, including in Hong

Kong, China, the Netherlands, England, Greece, Hun-
gary, and Australia.
Nathan is happily married to Alice DeWall. He en-
joys playing with his two golden retrievers, Finnegan
and Atticus. In his spare time, he writes novels, watches
sports, and runs and runs and runs—including in 2013
Alice DeWall

a half marathon, two marathons, three 50-mile ultra-

marathons, and one 100-mile ultramarathon.

vii
this page left intentionally blank
 Brief Contents

Contents x CHAPTER 10
Preface xvi Stress, Health, and Human
Flourishing 283
Content Changes xxxiv
CHAPTER 11
Time Management: Or, How to Be a Great Personality 311
Student and Still Have a Life xlii
CHAPTER 1 CHAPTER 12
Social Psychology 337
Psychology’s Roots, Big Ideas, and
Critical Thinking Tools 1 CHAPTER 13
Psychological Disorders 371
CHAPTER 2
The Biology of Mind and CHAPTER 14
Consciousness 29 Therapy 409

CHAPTER 3 APPENDIX A
Developing Through the Life Statistical Reasoning in Everyday
Span 67 Life A-1
CHAPTER 4 APPENDIX B
Gender and Sexuality 107 Psychology at Work B-1

CHAPTER 5 APPENDIX C
Sensation and Perception 133 Subfields of Psychology C-1

CHAPTER 6 APPENDIX D
Learning 167 Complete Chapter Reviews D-1

CHAPTER 7 APPENDIX E
Memory 193 Answers to Chapter Test
Questions E-1
CHAPTER 8
Thinking, Language, and Glossary G-1
Intelligence 219
Glosario GE-1
CHAPTER 9
References R-1
Motivation and Emotion 255
Name Index NI-1
Subject Index SI-1

ix
 Contents
Preface xvi
CHAPTER 2
Content Changes xxxiv The Biology of Mind and
Time Management: Or, How to Be a Great Consciousness 29
Student and Still Have a Life xlii
Biology and Behavior 30

CHAPTER 1 Neural Communication

A Neuron’s Structure 30
30

Psychology’s Roots,
How Neurons Communicate 31
Big Ideas, and Critical How Neurotransmitters Influence Us 32
Thinking Tools 1
The Nervous System 33
The Peripheral Nervous System 34
Psychology’s Roots 2
The Central Nervous System 34
Psychological Science Is Born 2
Contemporary Psychology 4 The Endocrine System 36

Four Big Ideas in Psychology 5 The Brain 37

Big Idea 1: Critical Thinking Is Smart Thinking 6 Older Brain Structures 37
Big Idea 2: Behavior Is a Biopsychosocial Event 6 CLOSE-UP: Tools of Discovery—Having Our Head
Examined 38
Big Idea 3: We Operate With a Two-Track Mind (Dual
Processing) 8 The Cerebral Cortex 42
Big Idea 4: Psychology Explores Human Strengths as Our Divided Brain 47
Well as Challenges 8
Brain States and Consciousness 50
Why Do Psychology? 9 Selective Attention 51
The Limits of Intuition and Common Sense 9 Sleep and Dreams 52
The Scientific Attitude: Curious, Skeptical, and
Humble 11

How Do Psychologists Ask and Answer CHAPTER 3

Questions? 12 Developing Through the
The Scientific Method 12
Life Span 67
Description 13
Correlation 16
Experimentation 17 Prenatal Development and the Newborn 68
Conception 68
Frequently Asked Questions About Prenatal Development 70
Psychology 20 The Competent Newborn 71
Improve Your Retention—and Your CLOSE-UP: Twin and Adoption Studies 72
Grades 23
x
 Contents  xi

Infancy and Childhood 73 Critiquing the Evolutionary Perspective 127

Physical Development 73 Reflections on Gender, Sexuality, and
Cognitive Development 75 Nature–Nurture Interaction 128
Social Development 81 CLOSE-UP: For Those Troubled by the Scientific
Thinking About Nature and Nurture 85 Understanding of Human Origins 128

Adolescence 86

5
Physical Development 86
CHAPTER
Cognitive Development 87
Social Development 89 Sensation and
THINKING CRITICALLY ABOUT: How Much Credit or Perception 133
Blame Do Parents Deserve? 91
Emerging Adulthood 92
Basic Principles of Sensation and
Thinking About Continuity and Stages 93
Perception 134
Adulthood 94 From Outer Energy to Inner Brain Activity 134
Physical Development 94 Thresholds 135
Cognitive Development 96 THINKING CRITICALLY ABOUT: Can Subliminal
Messages Control Our Behavior? 136
Social Development 97
Sensory Adaptation 137
Thinking About Stability and Change 101
Perceptual Set 138
Context Effects 138

CHAPTER 4 Vision 139

Gender and Sexuality 107 Light Energy: From the Environment Into the
Brain 139
The Eye 140
Gender Development 108 Visual Information Processing 142
How Are We Alike? How Do We Differ? 108 Color Vision 143
The Nature of Gender: Our Biological Sex 110 Visual Organization 145
The Nurture of Gender: Our Culture and Visual Interpretation 150
Experiences 113

Human Sexuality 115

The Nonvisual Senses 151
Hearing 151
The Physiology of Sex 115
Touch 154
The Psychology of Sex 118
Taste 157
CLOSE-UP: The Sexualization of Girls 120
Smell 158
Sexual Orientation: Why Do We Differ? 120 Body Position and Movement 159
Environment and Sexual Orientation 122
Biology and Sexual Orientation 122
Sensory Interaction 160
THINKING CRITICALLY ABOUT: ESP—Perception
An Evolutionary Explanation of Human Without Sensation? 161
Sexuality 125
Gender Differences in Sexuality 125
Natural Selection and Mating Preferences 126
xii    PSYCHOLOGY IN EVERYDAY LIFE

CHAPTER 6 Forgetting 206

Forgetting and the Two-Track Mind 206
Learning 167
Encoding Failure 207
Storage Decay 207
How Do We Learn? 168 Retrieval Failure 207

Classical Conditioning 169 Memory Construction Errors 209

Pavlov’s Experiments 169 Misinformation and Imagination Effects 210
Pavlov’s Legacy 172 Source Amnesia 211
Recognizing False Memories 211
Operant Conditioning 174
Children’s Eyewitness Recall 212
Skinner’s Experiments 174 Repressed or Constructed Memories of Abuse? 212
Skinner’s Legacy 179
Contrasting Classical and Operant Conditioning 180 Improving Memory 214

CLOSE-UP: Using Operant Conditioning to Build Your

Own Strengths 181

Biology, Cognition, and Learning 181 CHAPTER 8

Biological Limits on Conditioning 181 Thinking, Language, and
Cognitive Influences on Conditioning 183 Intelligence 219
Learning by Observation 184
THINKING CRITICALLY ABOUT: Does Viewing Media Thinking 220
Violence Trigger Violent Behavior? 188 Concepts 220
Solving Problems 220
Making Good (and Bad) Decisions and Judgments 221

CHAPTER 7 THINKING CRITICALLY ABOUT: The Fear Factor—Why

We Fear the Wrong Things 224
Memory 193 Thinking Creatively 226
CLOSE-UP: Fostering Your Own Creativity 228

Studying Memory 194 Do Other Species Share Our Cognitive Skills? 228

An Information-Processing Model 194 Language 229

Building Memories: Encoding 195 Language Development 230

Our Two-Track Memory System 195
Automatic Processing and Implicit Memories 195
Effortful Processing and Explicit Memories 196
The Brain and Language 232
Thinking Without Language 233
Do Other Species Have Language? 234

Memory Storage 199

Retaining Information in the Brain 199
Synaptic Changes 201
Retrieval: Getting Information Out
Intelligence 235
What Is Intelligence? 235
Assessing Intelligence 239
The Nature and Nurture of Intelligence 241
202 CLOSE-UP: Extremes of Intelligence 242

Measuring Retention 202 CLOSE-UP: What Is Heritability? 244

Retrieval Cues 203 Intelligence Across the Life Span: Stability or

Change? 245
Group Differences in Intelligence Test Scores 246
 Contents  xiii

CHAPTER 9 CHAPTER 10
Motivation and Stress, Health, and
Emotion 255 Human Flourishing 283

Motivational Concepts 256 Stress: Some Basic Concepts 284

Drive-Reduction Theory 256
Arousal Theory 256
A Hierarchy of Needs 257
Hunger 258
The Physiology of Hunger 258
The Psychology of Hunger 260
Obesity and Weight Control 261
The Need to Belong 263
The Benefits of Belonging 263
CLOSE-UP: Waist Management 264
The Pain of Being Shut Out 265
Connecting and Social Networking 266
Emotion: Arousal, Behavior, and
Cognition 268
Historic Emotion Theories 269
Schachter-Singer Two-Factor Theory: Arousal +
Label = Emotion 270
Zajonc, LeDoux, and Lazarus: Emotion and the
Two-Track Brain 270
Embodied Emotion 272
The Basic Emotions 272
Emotions and the Autonomic Nervous System 272
The Physiology of Emotions 273
THINKING CRITICALLY ABOUT: Lie Detection 274
Stressors—Things That Push Our Buttons 284
Stress Reactions—From Alarm to Exhaustion 285
Stress Effects and Health 286
Stress and AIDS 288
Stress and Cancer 288
Stress and Heart Disease 289
Coping With Stress 291
Personal Control, Health, and Well-Being 291
Who Controls Your Life? 292
Is the Glass Half Full or Half Empty? 293
Social Support 294
CLOSE-UP: Pets Are Friends, Too 295
Finding Meaning 296
Managing Stress Effects 296
Aerobic Exercise 296
Relaxation and Meditation 297
Faith Communities and Health 299
Happiness 301
The Short Life of Emotional Ups and Downs 302
Wealth and Well-Being 303
Why Can’t Money Buy More Happiness? 303
CLOSE-UP: Want to Be Happier? 306

Expressed and Experienced Emotion 275

CHAPTER 11
Detecting Emotion in Others 275
Personality 311
Culture and Emotional Expression 276
The Effects of Facial Expressions 277
Psychodynamic Theories 312
Freud’s Psychoanalytic Perspective: Exploring the
Unconscious 312
The Neo-Freudian and Later Psychodynamic
Theorists 315
Assessing Unconscious Processes 316
xiv    PSYCHOLOGY IN EVERYDAY LIFE

Evaluating Freud’s Psychoanalytic Perspective and Aggression 354

Modern Views of the Unconscious 317 Attraction 358
Humanistic Theories 319 CLOSE-UP: Online Matchmaking and Speed
Dating 359
Abraham Maslow’s Self-Actualizing Person 319
Altruism 363
Carl Rogers’ Person-Centered Perspective 320
Conflict and Peacemaking 365
Assessing the Self 321
Evaluating Humanistic Theories 321

Trait Theories 322 CHAPTER 13

Exploring Traits 322
Psychological
THINKING CRITICALLY ABOUT: The Stigma of
Introversion 323 Disorders 371
Assessing Traits 324
The Big Five Factors 324 What Is a Psychological Disorder? 372
Evaluating Trait Theories 325 Defining Psychological Disorders 372
Understanding Psychological Disorders 372
Social-Cognitive Theories 326
THINKING CRITICALLY ABOUT: ADHD—Normal High
Reciprocal Influences 326
Energy or Disordered Behavior? 373
Assessing Behavior in Situations 328
Classifying Disorders—and Labeling People 374
Evaluating Social-Cognitive Theories 328
CLOSE-UP: Are People With Psychological Disorders
Dangerous? 376
Exploring the Self 328
The Benefits of Self-Esteem 329 Anxiety Disorders, OCD, and PTSD 376
Self-Serving Bias 330 Generalized Anxiety Disorder 376
Culture and the Self 331 Panic Disorder 377
Phobias 377
Obsessive-Compulsive Disorder (OCD) 378
CHAPTER 12 Posttraumatic Stress Disorder (PTSD) 378

Social Psychology 337 Understanding Anxiety Disorders, OCD, and

PTSD 379

What Is Social Psychology’s Focus? 338

Substance Use and Addictive Disorders 381
Tolerance and Addiction 382
Social Thinking 338 Depressants 382
The Fundamental Attribution Error 338 Stimulants 384
Attitudes and Actions 339 Hallucinogens 387

Social Influence 341 Understanding Substance Use Disorder 388

Conformity and Obedience 341 Mood Disorders 390

Group Influence 346 Major Depressive Disorder 390
THINKING CRITICALLY ABOUT: The Internet as Social Bipolar Disorder 391
Amplifier 349
Suicide and Self-Injury 392
Social Relations 350 Understanding Mood Disorders 393
Prejudice 350
CLOSE-UP: Automatic Prejudice 351
 Contents  xv

Schizophrenia 397 APPENDIX A

Symptoms of Schizophrenia 397 Statistical Reasoning in Everyday

Onset and Development of Schizophrenia 398 Life A-1
Understanding Schizophrenia 398
APPENDIX B
Other Disorders 400 Psychology at Work B-1
Eating Disorders 400
Dissociative Disorders 401 APPENDIX C

Personality Disorders 403 Subfields of Psychology C-1

APPENDIX D

Complete Chapter Reviews

CHAPTER 14 D-1

Therapy 409 APPENDIX E

Answers to Chapter Test

Treating Psychological Disorders 410 Questions E-1
The Psychological Therapies 410 Glossary G-1
Psychoanalysis and Psychodynamic Therapy 410
Glosario GE-1
Humanistic Therapies 412
Behavior Therapies 414 References R-1
Cognitive Therapies 417 Name Index NI-1
Group and Family Therapies 419
Subject Index SI-1
Evaluating Psychotherapies 420
Is Psychotherapy Effective? 420
Which Psychotherapies Work Best? 421
How Do Psychotherapies Help People? 422
How Do Culture and Values Influence
Psychotherapy? 423
CLOSE-UP: A Consumer’s Guide to
Psychotherapists 424

The Biomedical Therapies 424

Drug Therapies 424
Brain Stimulation 427
Psychosurgery 429
Therapeutic Lifestyle Change 430

Preventing Psychological Disorders 431

 Preface
psychology is fascinating , and so relevant to our everyday lives.
Psychology’s insights enable us to be better students, more tuned-in friends
and partners, more effective co-workers, and wiser parents. With this new
edition, we hope to captivate students with what psychologists are learning
about our human nature, to help them think more like psychological scientists,
and, as the title implies, to help them relate psychology to their own lives—

© Sigrid Olsson/PhotoAlto/Corbis
their thoughts, feelings, and behaviors.
For those of you familiar with other Myers introductory psychology texts,
you may be surprised at how very different this text is. We have created this
uniquely student-friendly book with the help of input from thousands of in-
structors and students (by way of surveys, focus groups, content and design
reviews, and class testing).
In addition, each main section of text
begins with numbered questions that
establish learning objectives and direct
student reading. The Chapter Review sec-
New Co-Author What Else Is New tion repeats these questions as a further
self-testing opportunity (with answers

For this new edition I [DM] welcome my

in the Third in the Complete Chapter Reviews appen-

new co-author, University of Kentucky
professor Nathan DeWall. (For more in-
formation and videos that introduce Na-
than DeWall and our collaboration, see
www.worthpublishers.com /myersde-
wall.) Nathan is not only one of psychol-
ogy’s “rising stars” (as the Association
for Psychological Science rightly said
in 2011), he also is an award-winning
teacher and someone who shares my
passion for writing—and for commu-
nicating psychological science through
writing. Although I continue as lead au-
thor, Nathan’s fresh insights and contri-
butions are already enriching this book,
especially for this third edition, through
his leading the revision of Chapters 4,
10, 11, and 14. But my fingerprints are
also on those chapter revisions, even as
his are on the other chapters. With sup-
port from our wonderful editors, this is
a team project. In addition to our work
together on the textbook, Nathan and I
enjoy co-authoring the Teaching Current
Directions in Psychological Science col-
umn in the APS Observer.
Edition? dix). The Chapter Review section also of-
fers a page-referenced list of Terms and
Concepts to Remember, and new Chap-
In addition to the long, chapter-by- ter Test questions in multiple formats to
chapter list of Content Changes that promote optimal retention.
follows this preface, other significant Each chapter closes with In Your Ev-
changes have been made to the over- eryday Life questions, designed to help
all format and presentation of this new students make the concepts more per-
third edition. sonally meaningful, and therefore more
memorable. These questions are also
NEW Study System
Follows Best Practices
From Learning and
Memory Research
The new learning system harnesses the
testing effect, which documents the ben-
efits of actively retrieving information
David Myers
through self-testing ( FIGURE 1). Thus,
each chapter now offers 12 to 15 new
Retrieve + Remember questions inter- FIGURE 1 Testing effect For suggestions
of how students may apply
spersed throughout ( FIGURE 2 ). Creat-
the testing effect to their own
ing these desirable difficulties for students
learning, watch this 5-minute
along the way optimizes the testing ef-
YouTube animation: www.
fect, as does immediate feedback (via in- tinyurl.com/HowToRemember
verted answers beneath each question).

xvi

in the area of biological psychology, in-
cluding cognitive neuroscience, dual pro-
cessing, and epigenetics. See p. xxxiii for
a chapter-by-chapter list of significant
Content Changes. In addition to the new
study aids and updated coverage, we’ve
introduced the following organizational
changes:
• Chapter 1 concludes with a new sec-
tion, “Improve Your Retention—and
FIGURE 2 Sample of Retrieve + Remember
Your Grades.” This guide will help
feature
students replace ineffective and in-
efficient old habits with new habits
that increase retention and success.
designed to function as excellent group
discussion topics. The text offers hun- • Chapter 3, Developing Through the
dreds of interesting applications to help Life Span, has been shortened by mov-
students see just how applicable psy- ing the Aging and Intelligence cover-
chology’s concepts are to everyday life. age to Chapter 8, Thinking, Language,
These new features enhance the and Intelligence.
Su r vey- Q uest ion-Read- • Chapter 7, Memory,
Retrieve-Review (SQ3R) follows a new format,
Scattered throughout this
format. Chapter outlines and more clearly
book, students will find
allow students to survey interesting and informative explains how differ-
what’s to come. Main sec- review notes and quotes ent brain networks
tions begin with a learn- from researchers and process and retain
ing objective question (now others that will encourage memories. We worked
more carefully directed them to be active learners
closely with Janie
and appearing more fre-
and to apply their new
knowledge to everyday life. Wilson, Professor of
quently) that encourages Psychology at Georgia
students to read actively. Southern University
Periodic Retrieve + Remember sections and Vice President for Programming
and the Chapter Review (with repeated of the Society for the Teaching of
Learning Objective Questions, Key Terms Psychology, on this chapter’s revision.
list, and complete Chapter Test) encour-
age students to test themselves by re-
• Chapter 10, Stress, Health, and
Human Flourishing, now includes a
trieving what they know and reviewing
discussion of happiness and subjec-
what they don’t. (See Figure 2 for a Re-
tive well-being, moved here from the
trieve + Remember sample.)
Motivation and Emotion chapter.
Reorganized Chapters • Chapter 11, Personality, offers more
complete coverage of clinical per-
and More Than 600 New spectives, including improved cover-
Research Citations age of modern-day psychodynamic
approaches, which are now more
Thousands of instructors and students
clearly distinguished from their his-
have helped guide our creation of Psy-
torical Freudian roots.
chology in Everyday Life, as have our read-
ing and correspondence. The result is a • The Social Psychology chapter now
unique text, now thoroughly revised in follows the Personality chapter.
this third edition, which includes more • Chapter 13, Psychological Disorders,
than 600 new citations. Some of the most now includes coverage of eating dis-
exciting recent research has happened orders, previously in the Motivation
PREFACE  xvii
and Emotion chapter. This chapter
has also been reorganized to reflect
changes to psychiatry’s latest edition
of its diagnostic manual—the DSM-5.
• There are two new text appendices:
Statistical Reasoning in Everyday
Life, and Subfields of Psychology.
More Design Innovations
With help from student and instructor
design reviewers, the new third edi-
tion retains the best of the easy-to-read
three-column design but with a cleaner
new look that makes navigation easier
thanks to fewer color-distinguished fea-
tures, a softer color palette, and closer
connection between narrative coverage
and its associated visuals.
Our three-column format is rich with
visual support. It responds to students’
expectations, based on what they have
told us about their reading, both online
and in print. The narrow column width
eliminates the strain of reading across
a wide page. Illustrations appear near or
within the pertinent text column, which
helps students see them in the appropri-
ate context. Key terms are defined near
where they are introduced.
key terms Look for complete definitions of
each important term in a page corner near the
term’s introduction in the narrative.
In written reviews, students com-
pared our three-column design with a
traditional one-column design (without
knowing which was ours). They unani-
mously preferred the three-column de-
sign. It was, they said, “less intimidating”
and “less overwhelming” and it “moti-
vated” them to read on.
In this edition, we’ve also adjusted
the font used for research citations. In
psychology’s journals and textbooks,
parenthetical citations appropriately
assign credit and direct readers to
sources. But they can also form a vi-
sual hurdle. An instructor using the
second edition of Psychology in Every-
xviii    PSYCHOLOGY IN EVERYDAY LIFE
day Life suggested a new, less intrusive
style, which has been encouraged by
most of our reviewers. We’ve honored
APA reference style with parenthetical
citations (rather than, say, end notes),
yet we’ve eased readability by reducing
the strength of the citation font. The
first instance of a citation is called out
in Chapter 1 and explained to students
who may be unfamiliar with the APA
style for sourcing.
Dedicated Versions of
Next-Generation Media
This third edition is accompanied by the
new LaunchPad, with carefully crafted,
prebuilt assignments, LearningCurve
formative assessment activities, and As-
sess Your Strengths projects. This sys-
tem also incorporates the full range of
Worth’s psychology media products. (For
details, see p. xxiv.)
What Continues
in the Third
Edition?
Eight Guiding Principles
Despite all the exciting changes, this new
edition retains its predecessors’ voice,
as well as much of the content and or-
ganization. It also retains the goals—the
guiding principles—that have animated
all of the Myers texts:
Facilitating the Learning
Experience
1. To teach critical thinking By present-
ing research as intellectual detective
work, we illustrate an inquiring, ana-
lytical mind-set. Whether students
are studying development, cognition,
or social behavior, they will become
involved in, and see the rewards of,
critical reasoning. Moreover, they will
discover how an empirical approach
can help them evaluate competing
ideas and claims for highly publicized
phenomena—ranging from ESP and
alternative therapies to hypnosis and
repressed and recovered memories.
2. To integrate principles and applica-
tions Throughout—by means of anec-
dotes, case histories, and the posing
of hypothetical situations—we relate
the findings of basic research to their
applications and implications. Where
psychology can illuminate pressing
human issues—be they racism and
sexism, health and happiness, or vio-
lence and war—we have not hesitated
to shine its light.
3. To reinforce learning at every step
Everyday examples and rhetorical
questions encourage students to pro-
cess the material actively. Concepts
presented earlier are frequently ap-
plied, and reinforced, in later chap-
ters. For instance, in Chapter 1,
students learn that much of our in-
formation processing occurs outside
of our conscious awareness. Ensuing
chapters drive home this con-
cept. Numbered Learning Objective
Questions at the beginning of each
main section, Retrieve + Remember
self-tests throughout each chapter,
a marginal glossary, and Chapter
Review key terms lists and self-tests
help students learn and retain impor-
tant concepts and terminology.
Demonstrating the Science of
Psychology
4. To exemplify the process of inquiry We
strive to show students not just the
outcome of research, but how the
research process works. Throughout,
the book tries to excite the reader’s
curiosity. It invites readers to imagine
themselves as participants in classic
experiments. Several chapters intro-
duce research stories as mysteries that
progressively unravel as one clue after
another falls into place.
5. To be as up-to-date as possible Few
things dampen students’ interest as
quickly as the sense that they are
reading stale news. While retaining
psychology’s classic studies and con-
cepts, we also present the discipline’s
most important recent develop-
ments. In this edition, 250 references
are dated 2011–2013. Likewise, the
new photos and everyday examples
are drawn from today’s world.
6. To put facts in the service of con-
cepts Our intention is not to fill stu-
dents’ intellectual file drawers with
facts, but to reveal psychology’s major
concepts—to teach students how to
think, and to offer psychological ideas
worth thinking about. In each chap-
ter, we place emphasis on those con-
cepts we hope students will carry with
them long after they complete the
course. Always, we try to follow Albert
Einstein’s purported dictum that
“everything should be made as simple
as possible, but not simpler.” Learning
Objective Questions and Retrieve +
Remember questions throughout each
chapter help students focus on the
most important concepts.
Promoting Big Ideas and
Broadened Horizons
7. To enhance comprehension by provid-
ing continuity Many chapters have a
significant issue or theme that links
subtopics, forming a thread that ties
the chapter together. The Learning
chapter conveys the idea that bold
thinkers can serve as intellectual
pioneers. The Thinking, Language,
and Intelligence chapter raises the
issue of human rationality and irra-
tionality. The Psychological Disorders
chapter conveys empathy for, and un-
derstanding of, troubled lives. Other
threads, such as cognitive neurosci-
ence, dual processing, and cultural
and gender diversity, weave through-
out the whole book, and students
hear a consistent voice.

8. To convey respect for human unity
and diversity Throughout the book,
readers will see evidence of our
human kinship—our shared biologi-
cal heritage, our common mecha-
nisms of seeing and learning,
hungering and feeling, loving and
hating. They will also better under-
stand the dimensions of our diver-
sity—our individual diversity in
development and aptitudes, temper-
ament and personality, and disorder
and health; and our cultural diversity
in attitudes and expressive styles,
child raising and care for the elderly,
and life priorities.
The Writing
As with the second edition, we’ve writ-
ten this book to be optimally accessible.
The vocabulary is sensitive to students’
widely varying reading levels and back-
grounds. And this book is briefer than
many texts on the market, making it
easier to fit into one-term courses. Psy-
chology in Everyday Life offers a complete
survey of the field, but it is a more man-
ageable survey. We strove to select the
most humanly significant concepts. We
continually asked ourselves while work-
ing, “Would an educated person need to
know this? Would this help students live
better lives?”
Culture and Gender—No
Assumptions
Even more than in other Myers texts, we
have written Psychology in Everyday Life
with the diversity of student readers in
mind.
• Gender: Extensive coverage of gender
roles and gender identity and the in-
creasing diversity of choices men and
women can make.
• Culture: No assumptions about
readers’ cultural backgrounds or
experiences.
• Economics: No references to back
yards, summer camp, vacations.
• Education: No assumptions about past
or current learning environments;
writing is accessible to all.
• Physical Abilities: No assumptions
about full vision, hearing, movement.
• Life Experiences: Examples are in-
cluded from urban, suburban, and
rural/outdoor settings.
• Family Status: Examples and ideas
are made relevant for all students,
whether they have children or are
still living at home, are married or
cohabiting or single; no assumptions
about sexual orientation.
Four Big Ideas
In the general psychology course, it can
be a struggle to weave psychology’s
disparate parts into a cohesive whole
for students, and for students to make
sense of all the pieces. In Psychology in
Everyday Life, we have introduced four
of psychology’s big ideas as one possible
way to make connections among all the
concepts. These ideas are presented in
Chapter 1 and gently integrated through-
out the text.
1. Critical Thinking Is Smart
Thinking
We love to write in a way that gets stu-
dents thinking and keeps them active
as they read. Students will see how the
science of psychology can help them
evaluate competing ideas and highly
publicized claims—ranging from intu-
ition, subliminal persuasion, and ESP to
left-brained/right-brained, alternative
therapies, and repressed and recovered
memories.
In Psychology in Everyday Life, students
have many opportunities to learn or
practice their critical thinking skills:
• Chapter 1 takes a unique, critical think-
ing approach to introducing students
to psychology’s research methods.
Understanding the weak points of
our everyday intuition and common
sense helps students see the need for
PREFACE  xix
psychological science. Critical think-
ing is introduced as a key term in this
chapter (page 6).
• “Thinking Critically About . . .” boxes
are found throughout the book. This
feature models for students a critical
approach to some key issues in psy-
chology. For example, see “Thinking
Critically About: The Stigma of
Introversion” (Chapter 11) or
“Thinking Critically About: Do Video
Games Teach, or Release, Violence?”
(Chapter 12). “Close-Up” boxes en-
courage application of the new con-
cepts. For example, see “Close-Up:
Waist Management” in Chapter 9, or
“Close-Up: Pets Are Friends, Too” in
Chapter 10.
• Detective-style stories throughout the
text get students thinking critically
about psychology’s key research
questions. In Chapter 8, for example,
we present as a puzzle the history
of discoveries about where and how
language happens in the brain. We
guide students through the puzzle,
showing them how researchers put
all the pieces together.
• “Try this” and “think about it” style
discussions and side notes keep stu-
dents active in their study of each
chapter. We often encourage students
to imagine themselves as participants
in experiments. In Chapter 12, for
example, students take the perspec-
tive of participants in a Solomon Asch
conformity experiment and, later, in
one of Stanley Milgram’s obedience
experiments. We’ve also asked stu-
dents to join the fun by taking part in
activities they can try along the way.
Here are a few examples: In Chapter
5, they try out a quick sensory adap-
tation activity. In Chapter 9, they try
matching expressions to faces and
test the effects of different facial ex-
pressions on themselves. Throughout
Chapter 11, students are asked to
apply what they’re learning to the
construction of a questionnaire for an
Internet dating service.
xx    PSYCHOLOGY IN EVERYDAY LIFE

will see evidence of our human kinship.

• Critical examinations of pop psychology
spark interest and provide impor-
tant lessons in thinking critically
about everyday topics. For example,
Chapter 5 includes a close examina-
tion of ESP, and Chapter 7 addresses
the controversial topic of repression
of painful memories.
See TABLE 1 for a complete list of this
text’s coverage of critical thinking topics.
2. Behavior Is a
Biopsychosocial Event
Students will learn that we can best un-
derstand human behavior if we view it
from three levels—the biological, psy-
chological, and social-cultural. This
concept is introduced in Chapter 1 and
revisited throughout the text. Readers
3. We Operate With a Two-
Yet they will also better understand the
Track Mind (Dual Processing)
dimensions of our diversity—our indi-
Today’s psychological science explores
vidual diversity, our gender diversity, and
our dual-processing capacity. Our percep-
our cultural diversity. TABLE 2 provides a
tion, thinking, memory, and attitudes all
list of integrated coverage of the cross-
operate on two levels: the level of fully
cultural perspective on psychology.
aware, conscious processing, and the
TABLE 3 (turn the page) lists the coverage
behind-the-scenes level of unconscious
of the psychology of women and men.
processing. Students may be surprised to
Significant gender and cross-cultural
learn how much information we process
examples and research are presented
outside of our awareness. Discussions
within the narrative. In addition, an
abundance of photos showcases the di-
of sleep (Chapter 2), perception (Chap-
ter 5), cognition and emotion (Chapter
versity of cultures within North Amer-
9), and attitudes and prejudice (Chapter
ica and across the globe. These photos
12) provide some particularly compelling
and their informative captions bring
examples of what goes on in our mind’s
the pages to life, broadening students’
downstairs.
perspectives in applying psychological
science to their own world and to the
worlds across the globe.

TABLE 1 Critical Thinking

Critical thinking coverage may be found on the following pages:

A scientific model for studying
psychology, p. 172
Are intelligence tests biased?,
pp. 249–250
Are personality tests able to pre-
dict behavior?, p. 325
Are there parts of the brain we
don’t use?, p. 46
Attachment style, development
of, pp. 81–84
Attention-deficit/hyperactivity
disorder (ADHD), p. 371
Causation and the violence-
viewing effect, p. 188
Classifying psychological disor-
ders, pp. 374–375
Confirmation bias, p. 221
Continuity vs. stage theories of
development, pp. 93–94
Correlation and causation,
pp. 16–17, 84, 90
Critical thinking defined, p. 7
Critiquing the evolutionary
perspective on sexuality,
pp. 127–128
Discovery of hypothalamus re-
ward centers, pp. 41–42
Do animals think and have lan-
guage?, pp. 228–229
Do lie detectors lie?, p. 274
Do other species think and have
language?, pp. 234–235
Do video games teach, or re-
lease, violence?, pp. 358–359
Does meditation enhance immu-
nity?, pp. 298–299
Effectiveness of “alternative”
therapies, p. 422
Emotion and the brain,
pp. 40–42
Emotional intelligence, p. 238
Evolutionary science and human
origins, p. 129
Extrasensory perception,
pp. 161–162
Fear of flying vs. probabilities,
pp. 224–225
Freud’s contributions, p. 318
Genetic and environmental
influences on schizophrenia,
pp. 398–400
Group differences in intelligence,
pp. 246–249
Hindsight bias, pp. 9–10
Hindsight explanations, pp. 127–
128
How do nature and nurture
shape prenatal development?,
pp. 69–71
How do twin and adoption studies
help us understand the effects
of nature and nurture?, p. 72
How does the brain process lan-
guage?, pp. 232–233
How much is gender socially
constructed vs. biologically in-
fluenced?, pp. 110–115
How valid is the Rorschach ink-
blot test?, pp. 316–317
Human curiosity, pp. 1–2
Humanistic perspective, evaluat-
ing, p. 321
Hypnosis: dissociation or social
influence?, pp. 156–157
Importance of checking fears
against facts, pp. 224–225
Interaction of nature and nur-
ture in overall development,
pp. 85–86, 91
Is dissociative identity disorder a
real disorder?, pp. 402–403
Is psychotherapy effective?,
pp. 420–421
Is repression a myth?, p. 318
Limits of case studies, natural-
istic observation, and surveys,
pp. 14–15
Limits of intuition, p. 9
Nature, nurture, and perceptual
ability, p. 150
Overconfidence, pp. 10, 223
Posttraumatic stress disorder
(PTSD), pp. 378–379
Powers and perils of intuition,
pp. 225–226
Problem-solving strategies,
pp. 220–221
Psychic phenomena, p. 12
Psychology: a discipline for criti-
cal thought, pp. 3–4, 9–12
Religious involvement and lon-
gevity, pp. 299–301
Scientific method, pp. 12–13
Sexual desire and ovulation, p. 115
Similarities and differences in
social power between men and
women, p. 109
Stress and cancer, pp. 288–289
Suggestive powers of subliminal
messages, p. 136
The divided brain, pp. 47–49
The powers and limits of paren-
tal involvement on develop-
ment, p. 91
Using psychology to debunk
popular beliefs, p. 6
Values and psychology,
pp. 22–23
What does selective attention
teach us about consciousness?,
pp. 51–52
What factors influence sexual
orientation?, pp. 121–125
What is the connection between
the brain and the mind?, p. 37
Wording effects, pp. 15
 Preface  xxi

TABLE 2 Culture and Multicultural Experience

Coverage of culture and multicultural experience may be found on the following pages:
Academic achievement, pp. 247–
249, 294
Achievement motivation, p. B-4
Adolescence, onset and end of,
p. 92
Aggression, p. 356
Animal learning, p. 229
Animal research, views on,
pp. 21–22
Beauty ideals, pp. 360–361
Biopsychosocial approach, pp. 6–7,
85–86, 110–115, 374, 389
Body image, p. 401
Cluster migration, p. 265
Cognitive development of chil-
dren, p. 80
Collectivism, pp. 331–333, 338,
342, 343
Contraceptive use among teens,
p. 118
Crime and stress hormone levels,
p. 404
Cultural values
child-raising and, p. 85
morality and, p. 88
psychotherapy and, p. 423
Culture
defined, p. 7
emotional expression and,
pp. 276–277
intelligence test bias and,
pp. 249–250
the self and, pp. 331–333
Deindividuation, p. 348
Depression
and heart disease, p. 290
and suicide, p. 392
risk of, p. 393
Developmental similarities across
cultures, pp. 85–86
Discrimination, pp. 350–351
Dissociative identity disorder,
p. 402
Division of labor, p. 113
Divorce rate, p. 98
Dysfunctional behavior diagnoses,
p. 372
Eating disorders, p. 374
Enemy perceptions, p. 365
Exercise, p. 262
Expressions of grief, p. 101
Family environment, p. 90
Family self, sense of, p. 85
Father’s presence
pregnancy and, p. 119
violence and, p. 356
Flow, p. B-2
Foot-in-the-door phenomenon,
p. 340
Framing, and organ donation,
p. 224
Fundamental attribution error,
p. 338
Gender roles, pp. 113, 128
Gender
aggression and, p. 109
communication and, pp. 109–110
sex drive and, pp. 125–126
General adaptation syndrome,
p. 285
Happiness, pp. 303–304, 305
HIV/AIDS, pp. 117, 288
Homosexuality, attitudes toward,
p. 121
Identity formation, pp. 89–90
Individualism, pp. 331–333, 338,
343
ingroup bias, p. 352
moral development and, p. 88
Intelligence, pp. 235–236
group differences in, pp. 246–250
Intelligence testing, p. 239
Interracial dating, p. 350
Job satisfaction, p. B-4
Just-world phenomenon, p. 352
Language development, pp. 231–
232
Leadership, pp. B-6–B-7
Life satisfaction, p. 99
Male-to-female violence, p. 356
Mating preferences, pp. 126–127
Mental disorders and stress, p. 374
Mere exposure effect, p. 359
Motivation, pp. 256–258
Naturalistic observation, p. 14
Need to belong, pp. 264–265
Obedience, p. 345
Obesity and sleep loss, p. 262
Optimism, p. 294
Ostracism, p. 265
Parent-teen relations, p. 90
Partner selection, p. 360
Peer influence, p. 86
on language development, p. 90
Personal control, p. 292
Personality traits, pp. 322–323
Phobias, p. 381
Physical attractiveness, pp. 360–
361
Poverty, explanations of, p. 339
Power differences between men
and women, p. 109
Prejudice, pp. 352–353
automatic, pp. 351–352
contact, cooperation, and,
p. 366
forming categories, p. 353
group polarization and, p. 348
racial, p. 340
subtle versus overt, pp. 350–351
Prosocial behavior, p. 186
Psychoactive drugs, pp. 381–382
Psychological disorders, pp. 371,
374
Racial similarities, pp. 248–249
Religious involvement and longev-
ity, p. 299
Resilience, p. 432
Risk assessment, p. 225
Scapegoat theory, p. 352
Schizophrenia, p. 398
Self-esteem, p. 305
Self-serving bias, p. 330
Separation anxiety, p. 83
Serial position effect, p. 205
Social clock variation, p. 99
Social influence, pp. 343, 345–346
Social loafing, p. 347
Social networking, p. 266
Social trust, p. 84
Social-cultural psychology, pp. 4, 6
Stereotype threat, pp. 249–250
Stereotypes, pp. 350, 352
Stranger anxiety, p. 81
Substance abuse, p. 389
Substance abuse/addiction rates,
p. 389
Susto, p. 374
Taijin-kyofusho, p. 374
Taste preference, pp. 260–261
Terrorism, pp. 224–225, 393, 339,
352, 354, 393
Trauma, pp. 318, 421
Universal expressions, p. 7
Weight, p. 262

4. Psychology Explores
Human Strengths as Well as
Challenges
Students will learn about the many
troublesome behaviors and emotions
psychologists study, as well as the ways
in which psychologists work with those
who need help. Yet students will also
learn about the beneficial emotions and
traits that psychologists study, and the
ways psychologists (some as part of the
new positive psychology movement—turn
the page to see TABLE 4 ) attempt to nur-
ture those traits in others. After study-
ing with this text, students may find
themselves living improved day-to-day
lives. See, for example, tips for better
sleep in Chapter 2, parenting sugges-
tions throughout Chapter 3, informa-
tion to help with romantic relationships
in Chapters 3, 4, 12, and elsewhere, and
“Close-Up: Want to Be Happier?” in Chap-
ter 10. Students may also find themselves
doing better in their courses. See, for
example, following this preface, “Time
Management: Or, How to Be a Great Stu-
dent and Still Have a Life”; “Improve
Your Retention—and Your Grades” at the
end of Chapter 1; “Improving Memory”
in Chapter 7; and the helpful new study
tools throughout the text based on the
documented testing effect.
Enhanced Clinical
Psychology Coverage,
Including Thorough
DSM-5 Updating
Compared with other Myers texts, Psy-
chology in Everyday Life has proportion-
ately more coverage of clinical topics
and a greater sensitivity to clinical is-
sues throughout the text. For example,
Another random document with
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the King threw it off directly he awaked, and the Turk was amazed to
see a king sleeping on a sofa in his boots and bare-headed. In the
morning Ishmael brought Fabricius to the King, and when he saw his
Prince’s clothes all rent, his boots, his hands, and his whole person
covered with blood and dust, his eyebrows scorched, yet even in this
state smiling, he threw himself on his knees unable to speak; but,
soon reassured by the natural and gentle manner of the King, he
resumed his ordinary familiarity, and they began to make sport of the
battle.
“They tell me,” said Fabricius, “that your Majesty killed no fewer
than twenty janissaries.” “No, no,” said the King, “you know a story
always grows in the telling.” In the midst of the conversation the
Pasha brought to the King his favourite Grothusen and Colonel
Ribbins, whom he had generously ransomed at his own expense.
Fabricius undertook to ransom all the other prisoners.
Jeffreys, the English ambassador, helped him with money, and La
Mottraye, the French noble who had come to Bender from curiosity
to see him, and who has written some account of these matters,
gave all he had. These strangers, assisted by the Czar’s advice and
money, redeemed all the officers and their clothes from the Tartars
and Turks.
Next morning they took the King in a chariot decked with scarlet
to Adrianople, and his treasurer Grothusen was with him; the
Chancellor Mullern and some officers followed in another carriage.
Many others were on horseback, and could not restrain tears at the
sight of the King’s chariot. The Pasha commanded the escort.
Fabricius remarked that it was a shame that the King had no sword.
“God forbid,” said the Pasha; “he would soon be at our throats if he
had a sword.” But some hours after he had one given to him.
While they were carrying, disarmed and a captive, the King who
had shortly before dictated to so many countries, and been arbiter of
the North and the terror of all Europe, there occurred in the same
neighbourhood another instance of the frailty of human greatness.
King Stanislas, seized in the Turkish dominions, was being taken
prisoner to Bender at the same time as Charles was being taken to
Adrianople. Stanislas, without support from the hand that had made
him king, having no money, and so no friends in Poland, retired to
Pomerania, and as he was not able to keep his own kingdom had
done his best to defend his benefactor’s.
He even went to Sweden to hasten the recruits needed in Livonia
and Poland; he did all that could be expected of him as friend to the
King of Sweden. At this time the first King of Prussia, a very wise
prince, justly uneasy at the near neighbourhood of the Russians,
planned to league with Augustus and the Polish republic to dismiss
the Russians to their own country, and to get Charles himself to
share in the project. There would be three great results from such a
course: the peace of the North, the restoration of Charles to his
estates, and a barrier erected against the Russians, who were
becoming formidable to Europe. The preliminary of this treaty, on
which the tranquillity of the republic depended, was the abdication of
Stanislas; Stanislas not only agreed, but he undertook to carry
through a peace which deprived him of the throne: necessity, the
public good, the glory of sacrifice, and the interests of Charles, to
whom he owed so much, decided him.
He wrote to Bender, explaining to the King the position of affairs,
the evils and their remedies. He besought him not to oppose an
abdication which was necessary under the circumstances, and which
was to take place from honourable motives; he begged him not to
sacrifice the interests of Sweden to those of an unhappy friend, who
would rather sacrifice himself for the public good.
Charles XII received the letters at Varnitsa, and said, in a rage, to
the courier, before many people, “Well, if he will not be a king I shall
find some one else.” Stanislas insisted on the sacrifice that Charles
refused to accept; he wished to go himself to persuade Charles, and
he risked more in the losing of a throne than he had done to gain it.
He stole away at nine one night from the Swedish army, which he
was commanding in Pomerania, and started with Baron Sparre, who
was afterwards the Swedish ambassador to England and France,
and another colonel. He took the name of a Frenchman called
Haran, then major in the King of Sweden’s army and since killed at
Dantzig. He passed round the whole of the hostile army, stopped
several times, but released under a passport in the name of Haran;
at last he arrived after many risks at the Turkish frontier.
When he reached Moldavia he sent Baron Sparre back to his
army, believing himself safe in a country where the King of Sweden
had been so honoured; he was far from suspecting what had
happened since.
They inquired who he was, and he said a major in Charles’s
service. They stopped him at the bare mention of his name; he was
brought before the hospodar of Moldavia, who, already informed
from the newspapers that Stanislas had stolen away, had some
inkling of the truth. They had described the King’s appearance to
him, and it was very easy to recognize his pleasant face with its
extraordinary look of sweetness. The hospodar questioned him
pointedly, and at last asked what had been his work in the Swedish
army. Stanislas and the hospodar were speaking in Latin. “Major,”
said Stanislas. “Imo maximus est,” replied the Moldavian, and at
once offering him an arm-chair he treated him like a king, but like a
captive king, and they kept a strict watch outside the Greek convent
where he was forced to stay till they got the Sultan’s orders. The
order came to take him to Bender, whence they had just removed
Charles.
The news was brought to the Pasha as he was travelling with the
King of Sweden, and he told Fabricius who, coming up in a chariot,
told Charles that he was not the only king prisoner in Turkey, and
that Stanislas was prisoner a few miles away. “Hasten to him, my
dear Fabricius,” said the King, “and tell him never to make peace
with King Augustus, for we shall certainly have a change of affairs
soon.”
Fabricius had permission to go with the message attended by a
janissary. After some miles’ journey he met the body of soldiers who
were bringing Stanislas, and addressed one who rode in the midst,
in a Frankish dress and indifferently mounted. He asked him in
German where the King of Poland was. It proved to be Stanislas,
whom he had not recognized in that disguise. “What,” said the King,
“have you forgotten me?” Fabricius then told him of the King of
Sweden’s sad condition, and of his unshaken but unsuccessful
resolution.
When Stanislas came to Bender, the Pasha, who was returning
from accompanying Charles, sent the King an Arabian horse with
elegant trappings. He was received in Bender with a volley of
artillery, and, except that he was a prisoner, had no cause to
complain of his treatment there. Charles was on the way to
Adrianople and the town was full of gossip about his battle. The
Turks both admired him and thought him blame-worthy; but the
Divan was so exasperated that they threatened to confine him in one
of the islands of the Archipelago.
Stanislas, who did me the honour of informing me on most of
these details, assured me also that it was proposed in the Divan that
he too should be kept prisoner in one of the Greek islands, but some
months later the Sultan softened and let him go.
M. Desaleurs, who could have championed him and prevented
this affront to all Christian kings, was at Constantinople, as well as
Poniatowski, whose resourcefulness was always feared. Most of the
Swedes were at Adrianople in prison, and the Sultan’s throne
seemed inaccessible to any complaints from the King of Sweden.
The Marquis of Fierville, a private envoy to Charles at Bender,
from France, was then at Adrianople, and undertook a service to the
Prince at a time when he was either deserted or ill-used by all. He
was luckily helped in this design by a French noble of good family, a
certain Villelongue, a man of great courage and small fortune, who,
fascinated by reports of the King of Sweden, had come on purpose
to join his service.
With the help of this youth M. de Fierville wrote a memorial from
the King of Sweden, demanding justice of the Sultan for the wrong
offered in his person to all crowned heads, and against the treachery
of the Kan and the Pasha of Bender.
It accused the Vizir and other ministers of having been corrupted
by the Russians, of having deceived the Sultan, intercepted letters,
and of having employed trickery to get from the Sultan an order
contrary to the hospitality of the Mussulmans, in violation of the laws
of nations, and this in a manner so unworthy of a great Emperor, that
a king who had none but his retinue to defend him, and who had
trusted the sacred word of the Sultan, was attacked by 20,000 men.
When this memorial had been drawn up it had to be translated
into Turkish, and written upon the special paper used for the Sultan’s
petitions.
They tried to get it done by several interpreters, but the King’s
affairs were at such a pass, and the Vizir so openly his enemy, that
none of them at all would undertake it. At last they found a stranger
whose hand was not known, so for a considerable fee, and a
promise of profound secrecy, he translated the memorial and copied
it on to the right sort of paper. Baron Ardidson counterfeited the
King’s hand and Fierville sealed it with the arms of Sweden.
Villelongue undertook to deliver it to the Sultan as he went to the
mosque. This had been done before by people with grievances
against the ministers, but that made it now the more dangerous and
difficult.
The Vizir was certain that the Swedes would seek justice from his
master, and knew from the fate of his predecessors what the
probable sequel was. So he forbade any one to approach the Sultan,
and ordered that any one seen in the neighbourhood of the Mosque
with petitions should be seized.
Villelongue knew the order, and that he was risking his life; but he
dressed as a Greek, and, hiding the letter in his breast, went early to
the place. He feigned madness, and danced into the midst of the two
lines of janissaries, where the Sultan was to pass, and now and then
dropped some money to amuse the guards.
When the Sultan was coming they wanted to push Villelongue
aside; he fell on his knees and struggled with the soldiers. At last his
cap blew off, and showed that he was a Frank, from his long hair: he
received several blows and was ill-used.
The Sultan heard the scuffle, and asked what was the matter;
Villelongue cried with all his might, “Amman, Amman” (mercy), and
pulled out the letter. The Sultan commanded that he should be
brought before him. Villelongue hastened forward, and embracing
his stirrup gave him the paper, saying, “Sued call dan” (the King of
Sweden gives it to thee). The Sultan put the letter in his breast, went
on to the mosque, and Villelongue was secured in one of the out-
houses of the seraglio.
The Sultan read the letter on his return from the mosque, and
resolved to examine the prisoner himself. He changed the Imperial
coat and turban, and, as he often does, took the disguise of an
officer of janissaries, and took an old Maltese with him as interpreter.
Thanks to his disguise Villelongue had a private talk of a quarter of
an hour with the Turkish Emperor, an honour that was never done to
any other Christian ambassador. He did not fail to detail all the King
of Sweden’s hardships, accusing the minister and demanding
vengeance with the greater freedom, because he was throughout the
conversation talking to the Sultan as to an equal. He had recognized
the Sultan, although the prison was very dark, and this made him the
bolder in his discourse. The seeming officer of the janissaries said to
him, “Christian, be assured that the Sultan my master has the soul of
an Emperor, and that if the King of Sweden is in the right he will do
him justice.” Villelongue was soon released, and some weeks after
there was a sudden change in the seraglio, which the Swedes
attribute to this conference. The mufti were deprived, the Kan of
Tartary banished to the Rhodes, and the serasquier Pasha of Bender
to an island in the Archipelago.
The Ottoman Porte is so subject to such storms that it is hard to
say whether this was an attempt to appease the King of Sweden or
not; his subsequent treatment by the Porte showed little anxiety to
please him.
Ali-Coumourgi, the favourite, was suspected of having made all
these changes for some private ends of his own; the pretext for the
banishment of the Kan and the serasquier of Bender was that they
had given the King 1,200 purses against the express orders of the
Sultan. He put on the Tartar throne the son of the deposed Kan of
Tartary, a young man who cared little for his father and on whom Ali
counted for military help. Some weeks after this the Grand Vizir
Joseph was deposed, and the Pasha Soliman was declared Prime
Vizir.
I must say that M. de Villelongue, and many Swedes, have
assured me that the letter he gave was the cause of these changes,
but M. de Fierville denies this, and I have in other cases met with
contradictory accounts. Now, an historian’s duty is to tell plain matter
of fact, without entering into motives, and he must relate just what he
knows, without guessing at what he does not know.
In the meantime, Charles was taken to a little castle called
Demirtash, near Adrianople. Crowds of Turks had collected there to
see him alight. He was carried on a sofa from his chariot to the
castle; but to avoid being seen by this mob he covered his face with
a cushion.
It was several days before the Porte would consent to his
residence at Demotica, a little town six leagues from Adrianople,
near the river Hebrus, now called Marizza. Coumourgi said to the
Grand Vizir, “Go and tell the King of Sweden he can stay at
Demotica all his life. I warrant he will ask to move of his own accord
before the year is over, and be sure you do not let him have a penny
of money.”
So the King was moved to the little town of Demotica, where the
Porte allowed him sufficient supplies for himself and his retinue.
They allowed him twenty-five crowns a day to buy pork and wine,
a sort of provisions that the Turks do not supply, but as to the
allowance of five hundred crowns a day, which he had had at
Bender, it was quite withdrawn. Scarcely had he arrived at Demotica
with his small court than the Grand Vizir Soliman was deposed; his
place was given to Ibrahim Molla, a haughty, bold and rough man.
He had been a common sailor till the accession of Achmet III.
This Emperor often disguised himself as a private citizen, a priest, or
a dervish; he would then slip in the evening into the cafés and other
public places of Constantinople to listen to what was said of him, and
to hear the people’s opinions with his own ears. One day he heard
this Molla finding fault with the Turkish ships because they never
brought home any prizes, and swore that were he a captain he
would never return home without some infidel ship. The next
morning the Sultan gave him a ship and sent him out on a cruise. A
few days later the Captain brought back a Maltese boat and a
Genoese galley, and in another two years he was Admiral, and then
Grand Vizir. He was no sooner appointed than he began to think that
he could dispense with the favourite, and to make himself
indispensable he planned to make war on the Russians; in order to
do so he set up a tent near the castle where the King of Sweden was
living.
He invited the King to meet him there with the new Kan of Tartary
and the French ambassador. The King’s misfortunes made him feel
the indignity of being sent for by a subject the more; he ordered the
Chancellor Mollern to go in his place, and because he feared that the
Turks might be disrespectful, and force him to compromise his
dignity, he resolved to stay in bed during his stay at Demotica. This
he did for ten months, just as if he had been ill. The Chancellor,
Grothusen, and Colonel Dubens were his only table-companions.
They had none of the conveniences of the Franks, all had been
carried off at Bender, so that their meals lacked pomp and elegance.
They waited on themselves, and Chancellor Mullern did all the
cooking during that time.
While Charles was thus staying in bed, he heard news of the
wreck of all his foreign dominions.
General Steinbock, famous for having driven the Danes out of
Scandinavia, and for having defeated their picked troops with a band
of peasants, was still maintaining the credit of the Swedish arms. He
defended Pomerania, Bremen, and the King’s possessions in
Germany as long as he could, but could not prevent the Saxons and
Danes united from passing the Elbe and besieging Stade, a strong
town near that river, and in the Duchy of Bremen. It was bombarded
and burnt to ashes, and the garrison was obliged to surrender at
discretion, before Steinbock could come to their assistance.
He had about 10,000 men, and half of them were cavalry, with
which he pursued the enemy, though they were twice his number,
and forced them to recross the Elbe. He caught them at a place
called Gadebesck, on a small river of the same name, on the 20th
December, 1712. The Saxons and Danes were posted with a marsh
in front and a wood in the rear; they had all the advantage both in
number and position, for there was no getting at them but across the
marsh, through the fire of their artillery.
Steinbock led on his men, and, advancing in battle order, began
one of the most bloody engagements that had ever taken place
between those rival nations. After a sharp fight of three hours’
duration, the Danes and the Saxons were forced back and had to
leave the field.
After this victory Steinbock could not but remember how the
Danes had reduced Stade to ashes, and resolved to avenge himself
on Altena, a town belonging to the King of Denmark. Altena is above
Hamburg, on the river Elbe, which brings up large vessels thither.
The King of Denmark had granted it great privileges, in the hope of
making it a place of considerable trade. Hamburg therefore got
jealous, and wished nothing but their destruction. When Steinbock
came within sight of the place, he sent a herald to bid them begone
at once with their possessions, for he intended to destroy their town
immediately.
The magistrates came and threw themselves at his feet and
offered him a ransom of 100,000 crowns. Steinbock said he must
have 200,000. They begged for time to send to their correspondent
at Hamburg, and promised that he should have it by the next day.
The General told them that if they did not pay at once he would burn
their town about their ears.
His soldiers were in the suburbs ready with their torches in their
hands. The town had no defence but a poor wooden gate and a dry
ditch; so that the poor wretches were forced to flee at midnight. It
was on the 9th of January, 1713; the weather was severely cold, and
a great north wind helped to spread the flames, and to increase the
sufferings of the people exposed in the open fields.
Men and women, loaded with their property, went weeping and
lamenting towards the neighbouring ice-clad hills. Paralytic old folk
were carried by the young on their shoulders, women just delivered
were carrying their children, and died of cold on the hillside, in sight
of their burning homes. The people had not all left the town when the
Swedes fired it. It burned from midnight to about ten the next
morning; the houses, being mostly of wood, were easily burnt, so
that by morning there was scarcely any trace of a town left. The
aged, the sick, and the women of delicate health, who had refuged
on the frozen ground while their houses were burning, dragged
themselves to the gates of Hamburg, and begged that they would let
them in and save their lives, but they were refused on the ground
that there had been infectious disease among them. So that most of
these poor wretches died under the walls, calling Heaven to witness
the cruelty of the Swedes, and of the still more inhuman
Hamburgers.
All Germany was scandalized by this violence. The ministers and
generals of Poland and Denmark wrote to Steinbock, complaining of
his cruelty, which was inexcusable because it was uncalled for, and
must set God and man against him.
He replied that he never would have gone to these extremities
were it not to show his master’s enemies how war ought to be made
—not like barbarians, but in consideration of the laws of nations; that
they had committed atrocities in Pomerania to ruin that beautiful
country, and sell 100,000 people to the Turks; that his torches at
Altena were only a fitting return for the red-hot bullets they had used
at Stade; that it was with such violence that the Swedes and their
enemies made war on each other. If Charles could have appeared
then in Poland, he might possibly have retrieved his former fortune.
His armies, though they needed his presence among them, were yet
actuated by his spirit; but when the master is away success is
seldom turned to good account. Steinbock gradually lost all that he
had gained in those great actions, which might have been decisive at
a more fortunate time.
With all his success it was not in his power to prevent the
Russians, the Saxons, and the Danes from uniting. They seized his
quarters, and he lost several of his men in little skirmishes; 2,000 of
them were drowned in the Oder as they were going to their winter
quarters in Holstein; these were losses which could not be repaired
in a country where the enemy was strong in all directions. He
intended to defend the country of Holstein against Denmark, but in
spite of his ruses and efforts the country was lost, the whole army
destroyed, and Steinbock taken prisoner. To complete the
misfortunes of the Swedes, the King persisted in his resolve of
staying at Demotica, and fed his mind with vain expectations of help
from Turkey.
The Vizir, Ibrahim Molla, who had been so bent on war with the
Russians in opposition to the favourite, was pressed to death
between two doors. The post of Vizir was now so dangerous that
none dare take the office; but after it had been vacant for about six
months, the favourite Ali-Coumourgi took it. Then the King of
Sweden abandoned all hope. He really knew Coumourgi, because
he had been of service to him when the favourite’s interest had
corresponded with his own.
He had spent eleven months buried in idleness and oblivion at
Demotica; this extreme idleness, following the most violent exercise,
made the illness which he had before assumed a fact. All Europe
believed he was dead, and the Regency which he had settled when
he left Stockholm, getting no word from him, the Senate went to the
Princess Ulrica Eleanora to ask her to take the Regency during the
absence of her brother. She accepted it; but when she found that the
Senate were trying to force her to peace with the King of Denmark,
who was attacking Sweden from all sides, and with the Czar, she
resigned the Regency in the certainty that her brother would never
ratify the peace, and sent a long account of the affair to him in
Turkey.
The King received the dispatches at Demotica, and the despotic
theories which he had inherited made him forget that Sweden had
once been free, and that the Senate had formerly governed the
kingdom together with the Kings. He looked on them as servants,
who were usurping the government in the absence of their master;
he wrote to them that if they wanted to govern he would send them
one of his boots, to whom they might apply for orders. Then, to
prevent any attempt to overthrow his authority in Sweden, and to
defend his country, hoping for nothing further from the Ottomans, he
depended on himself, and told the Grand Vizir that he would go
through Germany.
Desaleurs, the French ambassador who transacted all the affairs
of Sweden, made the proposal to the Vizir. “Well,” said the Vizir,
“didn’t I say that the year would not pass without the King’s asking to
go? Tell him that he is free to go or stay, but that he must fix his day,
that we may not have a repetition of the trouble we had with him at
Bender.”
Count Desaleurs softened the form of this message to the King.
The day was fixed, but Charles wished, in spite of his wretched
position, to show the pomp of a grand king before leaving. He made
Grothusen his ambassador extraordinary, and sent him to make a
formal leave at Constantinople, with a suite of fourscore persons in
rich attire. But the splendour of the Embassy was not so great as the
mean shifts to which he descended to provide it were disgraceful. M.
Desaleurs lent the King 40,000 crowns, Grothusen borrowed,
through his agents at Constantinople, 1,000 from a Jew, at the rate
of fifty per cent., besides 200 pistoles of an English merchant, and
1,000 of a Turk.
They amassed this money solely to act before the Divan the
comedy of a Swedish embassy. At the Porte, Grothusen received all
the honour paid to ambassadors extraordinary on their day of
audience. The object of the whole thing was to get money from the
Vizir, but the scheme failed. Grothusen proposed that the Porte
should lend him a million. But the Vizir answered that his master
could be generous when he wished, but that lending was beneath
his dignity; that the King should have all necessary for his journey,
and in a degree becoming to the giver; and that possibly the Porte
might send him a present of uncoined gold, but that he was not to
count on that.
The King began his journey on the 1st of October, 1714. A capigi-
pasha, with six chiaoux, went to accompany him from Demirtash,
whither he had removed a few days before. The presents they
brought him from the Sultan were a large scarlet tent embroidered
with gold, a sabre set with jewels, eight beautiful Arab horses, with
fine saddles and stirrups set with massive silver. It is not beneath the
dignity of history to tell that the Arabian groom, who had charge of
the horses, gave the King an account of their genealogy; it is the
custom there to think more of the family of a horse than of a man;
which is not unreasonable, for if we are careful of the breed these
animals never degenerate.
The convoy consisted of sixty chariots, laden with all sorts of
provisions, and three hundred horses. The Pasha, knowing that
many Turks had advanced money to the King’s suite at high rate of
interest, told him that, as usury was forbidden by the law of
Mahomet, he desired his Majesty to settle the debts, so that his
resident at Constantinople should only pay the principal. “No,” said
the King, “if my servants have given bills for a hundred crowns it
shall be paid, even if they have only received ten for it.” He proposed
to the creditors to go with him, and promised payment of all their
debts; and many did go to Sweden, and Grothusen was responsible
for seeing that they were paid.
The Turks, to show more respect for their guest, made very short
stages in the journey; this respectful delay bored the King; he got up
as usual about three in the morning; as soon as he was dressed he
himself called the capigi and the chiaoux, and ordered them to
march in the midst of pitch darkness. The Turkish solemnity was not
pleased by this novel way of travelling, and the King was glad to find
it was so, and said that he would avenge Bender a little.
When he arrived at the Turkish frontier, Stanislas was leaving it
by another road, intending to withdraw into Germany to the Duchy of
Deux Ponts, a country bordering on the Rhine Palatinate and Alsace,
which had belonged to the King of Sweden ever since it had been
united to the crown by Christina, successor to Charles XI.
Charles assigned the revenue of this Duchy to Stanislas; it was
then reckoned at about 70,000 crowns. And this was the end of so
many wars and so many hopes. Stanislas both would and could
have made an advantageous treaty with Augustus, if Charles had
not been so obstinate as to make him lose his actual estates in
Poland only that he might keep the title King.
The Prince stayed at Deux Ponts, till Charles’s death, then this
Duchy falling to the Palatine family, he retired to Weissemburg in
French Alsace. When M. Sum, King Augustus’ ambassador,
complained to the Duke of Orleans, Regent of France, he received
this strange answer: “Sir, tell the King, your master, that France has
ever been a refuge for kings in misfortune.”
The King of Sweden, having arrived on the German frontier,
found that the Emperor had given orders for his reception with
proper state throughout his dominions. The towns and villages where
harbingers had fixed his route were making great preparations to
entertain him; and every one was looking forward to see the passing
of this extraordinary man, whose conquests and misfortunes, whose
least actions and whose very times of rest had made so much talk in
Europe. But Charles disliked so much pomp, nor did he, as the
prisoner of Bender, care to go on show; he had even resolved to
never re-enter Stockholm till he had repaired his misfortunes.
So dismissing his Turkish attendants at Tergowitz, on the border
of Transylvania, he called his people together in a yard, and bade
them not to be anxious about him, but make the best of their way to
Stralsund, in Pomerania, about 300 leagues from that spot, on the
Baltic. He took no one with him, but a certain During, and parted
cheerfully with all his officers, leaving them in astonishment, fear and
grief. As a disguise he wore a black wig, a gold-laced hat, and a blue
cloak, passing for a German officer. Then he rode post-haste with his
travelling companion.
On the road he kept clear of places belonging to his real or secret
enemies, and so, through Hungary, Moravia, Austria, Bavaria,
Wirtemburg, the Palatinate, Westphalia and Mecklenburg, he made
the tour of Germany, and doubled his route. At the end of the first
day, During, who was not used to such fatigues, fainted when he
alighted. The King would not wait a moment, but asked him how
much money he had. He said about a thousand crowns. “Give me
half,” said the King; “I see you can go no further; I will go without
you.” During begged him to rest for at least three hours, assuring him
that then he would be able to go on, and desired him to consider the
risk of travelling alone. The King would not be persuaded, but made
him hand over the five hundred crowns, and called for horses.
During, fearing the consequences, bethought himself of a plan.
He drew the post-master to one side, and, pointing to the King,
“Friend,” he said, “this is my cousin; we are travelling on the same
business, and you see he won’t wait three hours for me; pray give
him the worst horse you have, and procure me a chaise or coach.”
He put a couple of ducats in the man’s hand, and was obeyed
punctually; so that the King had a horse which was both lame and
restive. He started at about ten at night, through wind, snow, and
rain. His fellow-traveller, after a few hours’ rest, set out again in a
chaise with very good horses. At about daybreak he overtook the
King, with his horse in a state of exhaustion, and walking to the next
stage. Then he was obliged to get in with During, and slept on the
straw; then they continued their journey, on horseback during the
day and sleeping in the coach at night. They did not make any halts,
and so, after sixteen days’ riding, and often at the risk of being taken,
they arrived at last at the gates of the town of Stralsund, at one
o’clock in the morning. The King shouted to the sentinel that he was
a messenger from the King of Sweden in Turkey, that he must speak
that very moment to General Ducker, the governor of the place; the
sentinel answered that it was late, that the governor was in bed, and
that they must wait till daybreak. The King answered that he was on
important business, and declared that if they did not wake the
governor without delay he would have them all hanged. The next
morning a sergeant went and called the governor; Ducker imagined
that he was perhaps one of the King of Sweden’s generals; the gates
were opened, and the courier was brought into the room. Ducker,
half asleep, asked the news. The King seized him by the arm.
“What,” he said, “my most faithful subjects have forgotten me!” The
General recognized the King; he could hardly believe his eyes. He
threw himself from his bed, and embraced his master’s feet,
shedding tears of joy. The news was all over the town in a minute;
every one got up, the soldiers collected round the governor’s house;
the streets were full of people asking if the news were true; the
windows were illuminated, the conduits ran with wine, and the
artillery fired a volley.
In the meantime they put the King to bed, as he had not rested
for sixteen days. They had to cut his boots from his legs, so much
were they swollen from excessive fatigue. He had neither linen nor
clothes. They hastily manufactured a wardrobe from whatever would
fit him best that was in the town. When he had had some hours’
sleep, he got up to go and review his troops, and visit the
fortifications. That very day he sent his orders to all parts for
renewing the war against his enemies with more vigour than ever.
Europe was now in a very different condition from that she had
been in when Charles went away in 1709. The war in the South,
between England, Holland, France, Spain, Portugal and Italy, was
over; this general peace was due to some private quarrels in the
English Court. The Earl of Oxford, a clever minister, and Lord
Bolingbroke, one of the greatest geniuses and most eloquent men of
his century, were in the ascendant against the famous Duke of
Marlborough, and persuaded Queen Anne to make peace with Louis
XIV. France having made peace with England, soon forced the other
Powers to terms. Philip IV, grandson of Louis XIV, was beginning a
peaceful rule over the ruins of the Spanish monarchy. The Emperor,
master of Naples and Flanders, was firmly settled in his vast
dominions. The only thing that Louis asked was to finish his long
career in peace. Queen Anne of England died in August 1714, hated
by half the nation for having given peace to so many States. Her
brother James Stewart, an unfortunate prince excluded from the
throne almost from his birth, failing to appear in England to try to
recover a succession which new laws would have settled on him,
had his party prevailed, George I, Elector of Hanover, was
unanimously chosen King of Great Britain. The throne came to him
not by right of descent, but by Act of Parliament.
Called at an advanced age to rule a people whose language he
did not understand, and where everything was strange, George
considered himself rather Elector of Hanover than King of England;
his whole ambition was for the improvement of his German States;
nearly every year he crossed the seas to visit the subjects who
adored him. In other ways he preferred a private to public life; the
pomp of majesty was burdensome to him, and what he liked was a
familiar talk with a few old courtiers. He was not the most dazzling
king of Europe, but he was one of the wisest of the kings, and
perhaps the only one who could, as king, taste the pleasures of
friendship and a private life. These were the chief princes, and this
was the position of affairs in South Europe. The changes that had
occurred in the North were of another kind: the kings there were at
war, but all united against the King of Sweden.
Augustus had been long restored to the crown of Poland, by the
help of the Czar, and with the consent of the Emperor, Queen Anne,
and the States-General, who, though guarantors of the Peace of
Altranstadt, in Charles’s better days, forgot their obligations when
they found there was no longer anything to fear from him. But
Augustus was not at peace in his kingdom. His people’s fears of
arbitrary power returned with the return of their King; they had taken
up arms to make him submit to the Pacta Conventa, a solemn
compact they had with their King.
They seemed to have summoned him home only to make war on
him. At the beginning of these troubles not a word was said of
Stanislas, his party seemed to have disappeared, and the King of
Sweden was no more remembered than as a kind of torrent, which
had for a time borne down all before it.
Pultawa and Charles’s absence, which caused the fall of
Stanislas, was also the cause of the fall of the Duke of Holstein,
Charles’s nephew, who was dispossessed of his dominions by the
King of Denmark. The King of Sweden had a great regard for the
father, and was moved and humiliated by the son’s losses. Besides,
as he only acted for the sake of glory, the fall of princes which he
had himself set up was as vexing to him as his own losses. His
enemies vied with each other in profiting by his ruin. Frederic
William, the new King of Prussia, who seemed as anxious for war as
his father had been for peace, took Stetin and a part of Pomerania
for four hundred thousand crowns, which he advanced to the King of
Denmark and the Czar. George, Elector of Hanover, now King of
England, had the Duchy of Bremen and Verden for three-score
thousand pistoles which he had lent to the King of Denmark. Thus
was Charles spoiled, and those who had gained these territories as
pledges were from their interests as much opposed to him as those
who had taken them from him. The Czar was indeed most of all to be
feared. His former losses, his victories, and his very mistakes,
combined with his diligence to learn, and care to teach his subjects
in their turn, and his hard work, made him a remarkable man.
Riga, Livonia, Ingria, Carelia, part of Finland, and all the countries
that had been won by Charles’s ancestors, were now subject to
Russia. Peter, who had only twenty years before not so much as one
ship on the Baltic, had gained control of those seas with a fleet of no
fewer than thirty ships of the line. He built one of these ships with his
own hands; he was the best carpenter, admiral and pilot in the North.
From the Gulf of Bothnia to the ocean he had sounded every league
of the way. He had united the labour of a common sailor to the
experiments of a theorist, and having become admiral gradually, and
by dint of victories, as he had before when he aimed at land
command. While Prince Gallitsin, a general made by him, and the
best at seconding his plans, was completing the conquest of Poland,
by taking Vasa and beating the Swedes, this Emperor put to sea to
make a descent on Alan, on the Baltic, about twelve leagues from
Stockholm.
He went on the expedition in the beginning of July 1714, while his
rival Charles was in bed at Demotica.
He embarked at Cronslot, a harbour he had built four miles from
St. Petersburg. The harbour, the fleet, the officers and sailors were
all the work of his own hands, and he could see nothing that he had
not made himself.
The Russian fleet found itself off Aland on the 15th of July; it
consisted of thirty ships of the line, fourscore galleys, and a hundred
half-galleys; it carried twenty thousand men, and was commanded
by Admiral Apraxin, the Russian Emperor being Rear-Admiral.
The Swedish fleet came up on the 16th, under the command of
Vice-Admiral Erinschild, and was weaker by two-thirds; yet they
fought for three hours, the Czar himself attacking the flag-ship, and
taking it after an obstinate fight.
The day of the victory he landed 16,000 men at Aland, and took
many of the Swedish soldiers who could not board their own fleet
prisoners. Then he returned to his port of Cronslot, with the flag-ship
and three smaller ones, a frigate, and six galleys, which he had
taken.
From Cronslot he went to St. Petersburg, followed by his
victorious fleet and the ships he had taken. He was greeted by a
salute of 150 guns. Then he made his triumphal entry, which gave
him more pleasure than that at Moscow, as it was in his favourite
town, where ten years before there was not so much as a shed, and
which now possessed 34,000 fine houses. Then, too, he was at the
head of a victorious army, and of the first Russian fleet ever seen in
the Baltic; and among a people who, before his time, had never
known what a fleet was.
At Petersburg the ceremonies were much the same as at
Moscow. The Swedish Vice-Admiral was the pièce de résistance.
Peter appeared as Rear-Admiral, and a Russian, who represented
the Czar on these occasions, was set upon a throne surrounded by
twelve senators. The Rear-Admiral presented him with an account of
his victories, and was then made Vice-Admiral in consideration of his
services. It was an odd ceremony, but suited to a country where the
Czar had introduced military distinctions as a novelty.
The Russian Emperor, having thus got the better of the Swedes
by land and by sea, and having helped to expel them from Poland,
was master there himself; he made himself mediator between the
King and the people, an honour perhaps equal to that of setting up a
King. The pomp and fortune of Charles had passed to the Czar; he
made a better use of it than his rival, for he used all his successes
for his country’s good. If he took a town the chief artisans were
transferred to Petersburg. The manners, arts and sciences of any
place he took were carried home to enrich and refine his own
country. So that of all conquerors he had the best excuse for his
conquest.
 Sweden, on the other hand, had lost all her foreign possessions,
and had neither trade, money, nor credit; her veterans were either
killed or had died of want. More than a hundred thousand Swedes
were slaves in the vast Russian Empire, and as many more had
been sold to the Turks and the Tartars. The male population was
visibly becoming scarce; but in spite of all this, their hopes revived
when they heard that their King had arrived at Stralsund.
The sentiment of respect and admiration for him was still so
strong that the rustic youth crowded to enlist, leaving the land
without cultivators.