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Cont ent s 7
How Do Problems Differ? 75 What Does Society Expect from Organizations

How Does a Manager Make Programmed and Managers? 112
Decisions? 75 How Can Organizations Demonstrate Socially Responsible
How Do Nonprogrammed Decisions Differ from Actions? 112
Programmed Decisions? 76 Should Organizations Be Socially Involved? 113
How Are Problems, Types of Decisions, and Organizational What Is Sustainability and Why Is It Important? 114
Level Integrated? 77 Making Ethical Decisions in Today’s Workplace 115
What Decision-Making Conditions Do Managers What Factors Determine Ethical and Unethical
Face? 78 Behavior? 115
How Do Groups Make Decisions? 78 In What Ways Can Ethics Be Viewed? 116
What Are the Advantages and Disadvantages How Can Managers Encourage Ethical Behavior? 116
of Group Decision Making? 79
Managing Technology in Today’s Workplace | The Ethics
When Are Groups Most Effective? 79 of Data Analytics 117
Making Ethical Decisions in Today’s Workplace 80 Knowing: Getting Ready for Exams and Quizzes
How Can You Improve Group Decision Making? 80 Chapter Summary by Learning Outcome 120 • Discussion
What Contemporary Decision-Making Issues Questions 120
Do Managers Face? 81 Applying: Getting Ready for the Workplace
How Does National Culture Affect Managers’ Decision Management Skill Builder | Building High Ethical Standards 121
Making? 81 • Experiential Exercise 122 • Case Application #1—Global
Why Are Creativity and Design Thinking Important Control 123 • Case Application #2—Serious about
in Decision Making? 82 Sustainability? 124 • Case Application #3—Flagrant Foul 125
How is big data changing the way managers make • Endnotes 126
decisions? 84
Knowing: Getting Ready for Exams and Quizzes Part 2 Planning
Chapter Summary by Learning Outcome 86 • Discussion
Questions 87 Chapter 4 The Management Environment 128
Applying: Getting Ready for the Workplace What Is the External Environment and Why
Management Skill Builder | Being A Creative Decision Maker 87 Is It Important? 131
• Experiential Exercise 88 • Case Application #1—Big What Is the Economy Like Today? 131
Brown Numbers 89 • Case Application #2—The Business of Classic Concepts in Today’s Workplace 133
Baseball 90 • Case Application #3—Slicing the Line 91
What Role Do Demographics Play? 134
• Endnotes 92
How Does the External Environment Affect
Managers? 135
Quantitative Module: Quantitative
Managing Technology in Today’s Workplace | Can
Decision-Making Tools 94 Technology Improve the Way Managers
Payoff Matrices 94 Manage? 135
Decision Trees 95 Making Ethical Decisions in Today’s Workplace 137
Break-Even Analysis 96
Linear Programming 97 WHAT IS ORGANIZATIONAL CULTURE? 139
Queuing Theory 99 Dimensions of Organizational Culture 140
Economic Order Quantity Model 99
How Does Organizational Culture
Endnotes 101
Affect Managers? 141
How Does Culture Affect What Employees Do? 141
Chapter 3 Important Managerial Issues 102 How Does Culture Affect What Managers Do? 142
What Is Globalization and How Does It Affect What Are Current Issues in Organizational
Organizations? 105 Culture? 143
What Does It Mean to Be “Global”? 106 Creating a Customer-Responsive Culture 143
How Do Organizations Go Global? 106 Creating an Innovative Culture 143
Creating a Sustainability Culture 144
WHAT ARE THE DIFFERENT TYPES OF GLOBAL
Creating an Ethical Culture 145
ORGANIZATIONS? 108
Creating a Learning Culture 145
What Do Managers Need to Know about Managing in a Knowing: Getting Ready for Exams and Quizzes
Global Organization? 109 Chapter Summary by Learning Outcome 146 • Discussion
Classic Concepts in Today’s Workplace 110 Questions 146
8 C ont ent s
Applying: Getting Ready for the Workplace Is Entrepreneurship Different from Self-Employment? 185
Management Skill Builder | Understanding Culture 147 • Expe- Classic Concepts in Today’s Workplace 186
riential Exercise 148 • Case Application #1—Bad Ride. Bumpy Who’s Starting Entrepreneurial Ventures? 186
Ride. 149 • Case Application #2—Not Sold Out 150 • Case Why Is Entrepreneurship Important? 187
Application #3—Extreme Openness 151 • Endnotes 152
What Do Entrepreneurs Do? 188
Chapter 5 Managing Change and WHAT HAPPENS IN THE ENTREPRENEURIAL

Innovation 154 PROCESS? 189
What Is Change and How Do Managers Exploring the Entrepreneurial Context 189
Deal with It? 157 Identifying Opportunities and Possible Competitive
Why Do Organizations Need to Change? 158 Advantages 189
Who Initiates Organizational Change? 159 Starting the Venture 190
How Does Organizational Change Happen? 159 Managing the Venture HOW? 190
Classic Concepts in Today’s Workplace 160
What Social Responsibility and Ethics Issues Face
How Do Managers Manage Resistance to Change? 162
Entrepreneurs? 191
Why Do People Resist Organizational Change? 163
What’s Involved in Planning New Ventures? 192
What Are Some Techniques for Reducing Resistance to
What Initial Efforts Must Entrepreneurs Make? 192
Organizational Change? 163
How Should Entrepreneurs Research the Venture’s
Feasibility? 193
WHAT REACTION DO EMPLOYEES HAVE
TO ORGANIZATIONAL CHANGE? 164 What Planning Do Entrepreneurs Need to Do? 196
What Additional Planning Considerations Do Entrepreneurs
What Is Stress? 164
Need to Address? 197
What Causes Stress? 165
What’s Involved in Organizing an Entrepreneurial
How Can Managers Encourage Innovation Venture? 199
in an Organization? 168 What Are the Legal Forms of Organization
for Entrepreneurial Ventures? 199
How Are Creativity and Innovation Related? 169
What Type of Organizational Structure Should
What’s Involved in Innovation? 169
Entrepreneurial Ventures Use? 199
Managing Technology in Today’s Workplace | Helping
What Human Resource Management Issues Do
Innovation Flourish 170
Entrepreneurs Face? 201
How Can a Manager Foster Innovation? 170 Managing Technology in Today’s Workplace | Startup
How Does Design Thinking Influence Innovation? 172 Ideas: Cashing in on Technology 201
What Is Disruptive Innovation and Why Is Managing it What’s Involved in Leading an Entrepreneurial
So Important? 173 Venture? 202
Making Ethical Decisions in Today’s Workplace 173 What Type of Personality Characteristics Do Entrepreneurs
What Is Disruptive Innovation? 173 Have? 202
Why Is Disruptive Innovation Important? 174 How Can Entrepreneurs Motivate
Employees? 203
What Are the Implications of Disruptive Innovation? 174
How Can Entrepreneurs Be Leaders? 204
Knowing: Getting Ready for Exams and Quizzes
Making Ethical Decisions in Today’s Workplace 204
What’s Involved in Controlling an Entrepreneurial
Questions 176
Venture? 205
Applying: Getting Ready for the Workplace
How Is Growth Managed? 205
Management Skill Builder | Stress Management 177
How Are Downturns Managed? 205
• Experiential Exercise 178 • Case Application #1—
Defeating the System 179 • Case Application #2—The What’s Involved with Exiting the Venture? 206
Next Big Thing 180 • Case Application #3—Time to Why Is It Important to Think about Managing Personal
Change? 181 • Endnotes 182 Challenges as an Entrepreneur? 206
Experiential Exercise 208 • Endnotes 209
Entrepreneurship Module: Managing
Entrepreneurial Ventures 184
Chapter 6 Planning and Goal Setting 210
What Is the Context of Entrepreneurship and What Is Planning and Why Do Managers Need to
Why Is It Important 184 Plan? 213
What Is Entrepreneurship? 184 Why Should Managers Formally Plan? 213
Cont ent s 9
What Are Some Criticisms of Formal Planning and How

Should Managers Respond? 214 WHAT CONTINGENCY VARIABLES AFFECT
STRUCTURAL CHOICE? 256
Does Formal Planning Improve Organizational
Performance? 215 Mechanistic or Organic 257
What Do Managers Need to Know about Strategic Strategy → Structure 257
Management? 215 Size → Structure 258
What Is Strategic Management? 216 Technology → Structure 258
Why Is Strategic Management Important? 216 Environment → Structure 258
What Are the Steps in the Strategic Management
Process? 217 Classic Concepts in Today’s Workplace 259
What Are Some Common Organizational
WHAT STRATEGIES DO MANAGERS USE? 219 Designs? 260
Corporate Strategy 219 What Traditional Organizational Designs Can Managers
Competitive Strategy 220 Use? 260
Functional Strategy 220 What Contemporary Organizational Designs Can Managers
Use? 261
What Strategic Weapons Do Managers Have? 221 What Are Today’s Organizational Design
Making Ethical Decisions in Today’s Workplace 223 Challenges? 265
How Do Managers Set Goals and Develop Plans? 224 How Do You Keep Employees Connected? 265
What Types of Goals Do Organizations Have and How Do How Do Global Differences Affect Organizational
They Set Those Goals? 224 Structure? 265
Classic Concepts in Today’s Workplace 226 Making Ethical Decisions in Today’s Workplace 265
What Types of Plans Do Managers Use and How Do They How Do You Build a Learning Organization? 266
Develop Those Plans? 227 How Can Managers Design Efficient and Effective Flexible
What Contemporary Planning Issues Do Managers Work Arrangements? 267
Face? 230 Managing Technology in Today’s Workplace | The
How Can Managers Plan Effectively in Dynamic Changing World of Work 269
Environments and in Crisis Situations? 231 Knowing: Getting Ready for Exams and Quizzes
How Can Managers Use Environmental Chapter Summary by Learning Outcome 271 • Discussion
Scanning? 232 Questions 271
Managing Technology in Today’s Workplace | Using Applying: Getting Ready for the Workplace
Social Media for Environmental Scanning 232 Management Skill Builder | Increasing Your Power 272
Knowing: Getting Ready for Exams and Quizzes • Experiential Exercise 273 • Case Application #1—
Chapter Summary by Learning Outcome 234 • Discussion Turbulence at United Air 274 • Case Application #2—
Questions 234 Lift Off 275 • Case Application #3—A New Kind of
Applying: Getting Ready for the Workplace Structure 276 • Endnotes 277
Management Skill Builder | Being A Good Goal
Setter 235 • Experiential Exercise 236 • Case Chapter 8 Managing Human Resources
Application #1—Fast Fashion 237 • Case Application #2— and Diversity 280
Mapping a New Direction 238 • Case Application #3— What Is the Human Resource Management Process
Using Tech to Sell Pizza 239 • Endnotes 240
and What Influences It? 283
What Is the Legal Environment of HRM? 284
Part 3 Organizing Classic Concepts in Today’s Workplace 286
Chapter 7 Structuring and Designing How Do Managers Identify and Select Competent
Organizations 244 Employees? 287
What Are the Six Key Elements in Organizational Making Ethical Decisions in Today’s Workplace 287
Design? 247 1 What Is Employment Planning? 287
1 What Is Work Specialization? 247 2A How Do Organizations Recruit Employees? 289
2 What Is Departmentalization? 248 2B How Does a Manager Handle Layoffs? 290
3 What Are Authority and Responsibility? 250 3 How Do Managers Select Job Applicants? 290
4 What Is Span of Control? 254 How Are Employees Provided with Needed Skills and
5 How Do Centralization and Decentralization Knowledge? 294
Differ? 255 How Are New Hires Introduced to the
6 What Is Formalization? 255 Organization? 294
10 C ont ents
Managing Technology in Today’s Workplace | Social Chapter 9 Managing Work Groups and Work
and Digital HR 295 Teams 326
What Is Employee Training? 295 What Is a Group and What Stages of Development Do
Groups Go Through? 329
KEEPING GREAT PEOPLE: TWO WAYS What Is a Group? 329
ORGANIZATIONS DO THIS 298
What Are the Stages of Group Development? 329
Performance Management System 298 Making Ethical Decisions in Today’s Workplace 331
Compensating Employees: Pay and Benefits 300
5 MAJOR CONCEPTS OF GROUP
What Contemporary HRM Issues Face Managers? 303
BEHAVIOR 332
How Can Managers Manage Downsizing? 303
1 Roles 332
What Is Sexual Harassment? 304
2a Norms 332
How Are Organizations and Managers Adapting
2b Conformity 333
to a Changing Workforce? 305
3 Status Systems 333
How Can Workforce Diversity and Inclusion
4 Group Size 334
Be Managed? 307
5 Group Cohesiveness 334
What Is Workforce Diversity? 307
What Types of Diversity Are Found in Workplaces? 308
Classic Concepts in Today’s Workplace 336
How Does Workforce Diversity and Inclusion Affect
How Are Groups Turned into Effective Teams? 337
HRM? 310
Are Work Groups and Work Teams the Same? 337
What about Inclusion? 311
Knowing: Getting Ready for Exams and Quizzes What Are the Different Types of Work Teams? 338
What Makes a Team Effective? 339
Questions 313 Managing Technology in Today’s Workplace | Keeping
Applying: Getting Ready for the Workplace Connected: IT And Teams 339
How Can a Manager Shape Team Behavior? 343
Management Skill Builder | Providing Good Feedback 313
• Experiential Exercise 314 • Case Application #1—Race What Current Issues Do Managers Face
Relations 315 • Case Application #2—Résumé in Managing Teams? 344
Regrets 316 • Case Application #3—Spotting What’s Involved with Managing Global Teams? 344
Talent 317 • Endnotes 318 When Are Teams Not the Answer? 346
Professionalism Module: Professionalism and Questions 347
Employability 321 Applying: Getting Ready for the Workplace
What is Professionalism? 321 Management Skill Builder | Developing Your Coaching
Skills 348 • Experiential Exercise 349 • Case
How Can I Show My Professionalism? 322
Application #1—Rx: Teamwork 350 • Case Application #2—
How Can I Have a Successful Career? 323 Building Better Software Build Teams 351 • Case
Assess Your Personal Strengths and Weaknesses 323 Application #3—Employees Managing Themselves—Good Idea or
Identify Market Opportunities 323 Not? 352 • Endnotes 353
Take Responsibility for Managing Your Own Career 324
Develop Your Interpersonal Skills 324
Practice Makes Perfect 324 Part 4 Leading
Stay Up to Date 324
Network 324 Chapter 10 Understanding Individual
Stay Visible 324 Behavior 356
Seek a Mentor 324 What Are the Focus and Goals of Organizational
Leverage Your Competitive Advantage 325 Behavior? 359
Don’t Shun Risks 325 What Is the Focus of OB? 359
It’s OK to Change Jobs 325 What Are the Goals of Organizational Behavior? 360
Opportunities, Preparation, and Luck = Success 325 What Role Do Attitudes Play in Job Performance? 361
Endnotes 325 What Are the Three Components of an Attitude? 361
What Attitudes Might Employees Hold? 361
Cont ent s 11
Do Individuals’ Attitudes and Behaviors Need to Be How Do the Contemporary Theories Explain
Consistent? 362 Motivation? 400
What Is Cognitive Dissonance Theory? 362 What Is Goal-Setting Theory? 400
Making Ethical Decisions in Today’s Workplace 363 How Does Job Design Influence Motivation? 401
How Can an Understanding of Attitudes Help Managers Be Classic Concepts in Today’s Workplace 402
More Effective? 364 What Is Equity Theory? 404
What Do Managers Need to Know About Personality? 364 How Does Expectancy Theory Explain Motivation? 405
How Can We Best Describe Personality? 365 How Can We Integrate Contemporary Motivation
Managing Technology in Today’s Workplace | Increased Theories? 406
Reliance on Emotional Intelligence 367 What Current Motivation Issues Do Managers Face? 408
Can Personality Traits Predict Practical Work-Related How Can Managers Motivate Employees When the
Behaviors? 367 Economy Stinks? 408
How Do We Match Personalities and Jobs? 369 How Does Country Culture Affect Motivation Efforts? 408
Do Personality Attributes Differ Across Cultures? 370 How Can Managers Motivate Unique Groups of
How Can an Understanding of Personality Help Managers Workers? 409
Be More Effective? 370 Making Ethical Decisions on Today’s Workplace 410
What Is Perception and What Influences It? 371 How Can Managers Design Appropriate Rewards
What Influences Perception? 371 Programs? 411
How Do Managers Judge Employees? 372 Managing Technology in Today’s Workplace | Individualized
How Can an Understanding of Perception Help Managers Rewards 412
Be More Effective? 374 Knowing: Getting Ready for Exams and Quizzes
HOW DO LEARNING THEORIES EXPLAIN Questions 415
BEHAVIOR? 375 Applying: Getting Ready for the Workplace
Operant conditioning 375 Management Skill Builder | Being a Good Motivator 415
Social learning theory 376 • Experiential Exercise 416 • Case Application #1—One
for the Money . . . 417 • Case Application #2—Unlimited
Shaping Behavior 376
Vacation Time? Really? 418 • Case Application #3—
Classic Concepts in Today’s Workplace 378 Passionate Pursuits 419 • Endnotes 420
What Contemporary OB Issues Face Managers? 378

How Do Generational Differences Affect Chapter 12 Understanding Leadership 424
the Workplace? 378 Who Are Leaders, and What Is Leadership? 427
How Do Managers Deal with Negative Behavior in the Classic Concepts in Today’s Workplace 427
Workplace? 380
Knowing: Getting Ready for Exams and Quizzes WHAT DO EARLY LEADERSHIP THEORIES TELL
Chapter Summary by Learning Outcome 382 • Discussion US ABOUT LEADERSHIP? 428
Questions 383 THE LEADER What Traits Do Leaders Have? 428
Applying: Getting Ready for the Workplace THE BEHAVIORS What Behaviors Do Leaders Exhibit? 430
Management Skill Builder | Understanding Employee University of Iowa 430
Emotions 383 • Experiential Exercise 385 • Case Ohio State 430
Application #1—Alibaba: Motivation for the Long
University of Michigan 430
Haul 385 • Case Application #2 —Putting Customers
Second 386 • Case Application #3—Adobe’s Managerial Grid 430
Advantage 387 • Endnotes 388
What Do the Contingency Theories of Leadership
Tell Us? 431
Chapter 11 Motivating and Rewarding What Was the First Comprehensive Contingency
Employees 392 Model? 431
What Is Motivation? 395 How Do Followers’ Willingness and Ability Influence
Leaders? 432
4 EARLY THEORIES OF MOTIVATION (1950s & How Participative Should a Leader Be? 434
1960s) 396 How Do Leaders Help Followers? 435
1 Maslow’s Hierarchy of Needs Theory 396 What Is Leadership Like Today? 436
2 McGregor’s Theory X and Theory Y 397 What Do the Four Contemporary Views of Leadership
3 Herzberg’s Two-Factor Theory 397 Tell Us? 437
4 McClelland’s Three-Needs Theory 399 Making Ethical Decisions in Today’s Workplace 439
12 C ont ents
What Issues Do Today’s Leaders Face? 440 Applying: Getting Ready for the Workplace
Managing Technology in Today’s Workplace | Virtual Management Skill Builder | Being A Good Listener 479
Leadership 441 • Experiential Exercise 480 • Case Application #1—
Why Is Trust the Essence of Leadership? 443 #AthletesusingTwitter 480 • Case Application #2—Banning
E-Mail. Banning Voice Mail. 481 • Case Application #3—
A Final Thought Regarding Leadership 445
Using Social Media for Workplace Communication 482
Knowing: Getting Ready for Exams and Quizzes • Endnotes 483
Questions 447
Applying: Getting Ready for the Workplace
Management Skill Builder | Being A Good Leader 447 Part 5 Controlling
• Experiential Exercise 448 • Case Application #1—
“Success Theater” at General Electric 449 • Case Application
Chapter 14 Controlling Work and Organizational
#2—Developing Gen Y Leaders 450 • Case Application Processes 486
#3—Investing in Leadership 451 • Endnotes 452 What Is Control and Why Is It Important? 489
What Is Control? 489
Chapter 13 Managing Organizational and Why Is Control Important? 489
Interpersonal Communication 456 What Takes Place as Managers Control? 491
How Do Managers Communicate Effectively? 459 1 What Is Measuring? 491
How Does the Communication Process Work? 459 Making Ethical Decisions in Today’s Workplace 492
Are Written Communications More Effective Than Verbal Classic Concepts in Today’s Workplace 494
Ones? 461 2 How Do Managers Compare Actual Performance
Is the Grapevine an Effective Way to Communicate? 461 to Planned Goals? 494
How Do Nonverbal Cues Affect Communication? 461 3 What Managerial Action Can Be Taken? 495
Classic Concepts in Today’s Workplace 462 What Should Managers Control? 496
What Barriers Keep Communication from Being When Does Control Take Place? 496
Effective? 462
How Can Managers Overcome Communication
KEEPING TRACK: WHAT GETS CONTROLLED? 498
Barriers? 465
Keeping Track of an Organization’s Finances 498
TECHNOLOGY AND MANAGERIAL Keeping Track of Organization’s Information 499
COMMUNICATION 467 Keeping Track of Employee Performance 500
Networked Communication 467 Keeping Track Using a Balanced Scorecard Approach 501
Mobile Communication 468
What Contemporary Control Issues Do Managers
Managing Technology in Today’s Workplace | Office of Confront? 502
Tomorrow 470 Do Controls Need to Be Adjusted for Cultural
What Communication Issues Do Managers Face Differences? 502
Today? 471 Managing Technology in Today’s Workplace | Monitoring
How Do We Manage Communication in an Internet Employees 503
World? 471 What Challenges Do Managers Face in Controlling the
How Does Knowledge Management Affect Workplace? 503
Communication? 473 Knowing: Getting Ready for Exams and Quizzes
What Role Does Communication Play in Customer Chapter Summary by Learning Outcome 508 • Discussion
Service? 474 Questions 508
How Can We Get Employee Input and Why Should Applying: Getting Ready for the Workplace
We? 474 Management Skill Builder | Disciplining Difficult
Making Ethical Decisions in Today’s Workplace 475 Employees 509 • Experiential Exercise 510 • Case
How Do We Have Civil Conversations in the Application #1—HealthyFast Food? 511 • Case
Workplace? 475 Application #2—If You Can’t Say Something Nice, Don’t Say
Anything at All 512 • Case Application #3—Goals and
How Does Workplace Design Affect
Controls 512 • Endnotes 514
Communication? 476
Why Should Managers Be Concerned with
Communicating Ethically? 477
Operations Module: Managing Operations 516
Chapter Summary by Learning Outcome 478 • Discussion What Do I Need to Know about Operations
Questions 478 Management? 516
Cont ent s 13
What Is Operations Management? 516 What Are the Obstacles to Value Chain Manage-
1 How Do Service and Manufacturing Firms Differ? 517 ment? 524
2 How Do Businesses Improve Productivity? 517 What Contemporary Issues Do Managers Face in
3 What Role Does Operations Management Play in a Managing Operations? 525
Company’s Strategy? 519 1 What Role Does Technology Play in Operations
What Is Value Chain Management and Why Is It Management? 526
Important? 519 2 How Do Managers Control
What Is Value Chain Management? 520 Quality? 526
What Are the Goals of Value Chain Management? 520 3 How Are Projects Managed? 529
How Does Value Chain Management Benefit Final Thoughts on Managing Operations 533
Businesses? 521 Endnotes 533
How Is Value Chain Management Done? 521
What Are the Requirements for Successful Value Chain Glossary 535
Management? 521 Index 542
Preface
This Eleventh Edition of Fundamentals of Management covers the essentials of manage-
ment in a way that provides a sound foundation for understanding the practical issues facing
managers and organizations. The focus on knowing and applying the theories of manage-
ment remains, while now also highlighting opportunities to develop employability skills.
Fundamentals of Management offers an approachable, streamlined, realistic emphasis
around what works for managers and what doesn’t—with the ultimate goal to help students
be successful.
To improve student results, we recommend pairing the text content with MyLab
Management, which is the optional teaching and learning platform that empowers you to
reach every student. By combining trusted author content with digital tools and a flexible
learning platform, MyLab personalizes the learning experience to help your students learn
and retain key course concepts while developing skills that future employers are seeking in
potential employees. Learn more at www.pearson.com/mylab/management.
New to This Edition

• New chapter on entrepreneurship.
• All new Experiential Exercises. Each chapter’s new Experiential Exercise is a hands-on
activity in which students typically collaborate with other students to complete a task,
such as writing a personal mission statement.
• Employability skills highlighted throughout book. Introduced in Chapter 1, these employ-
ability skills include critical thinking, communication, collaboration, knowledge applica-
tion and analysis, and social responsibility. Each chapter is loaded with opportunities for
students to use and work on the skills they’ll need to be successful in the twenty-first-
century workplace.
• Material on early twentieth-century contributors: A diversity perspective. Because man-
agement history is the result of the contributions of many diverse individuals, we added a
section to the Management History Module highlighting some noteworthy contributors.
• Module on professionalism and employability. Expanded version of the module on
Careers now focuses on professionalism and employability.
• Diversity material added to managing human resources chapter.
• Managing operations material presented in a modular format.
• Several new examples throughout, including Facebook’s public scrutiny over what it was
doing and not doing to protect its community of users, BMW’s sustainability actions,
digital currency use in Sweden, European “zombie” companies, Hootsuite’s culture, the
global cashew industry, Fox Sports World Cup advertising challenge, the organizational
redesign at The Wall Street Journal, and many others.
• New and updated content, including current issues in organizational culture, anti-
globalization, stumbling blocks to creativity, revision bias, crisis planning, digital tools as
strategic weapons, managing disruptive innovation, remote work, multicultural brokers,
inclusion, generational differences in the workplace, emotions and communication, alter-
nate reality, toxic bosses, having civil conversations in the workplace, and workplace design.
• Making Ethical Decisions in the Workplace. This element has been renamed, and content
is 60 percent new.
14
Pr eface 15
• Case Applications. 58 percent new.

• New Management in the News in MyLab Management. News articles are posted regularly,
along with discussion questions that help students to understand management issues in cur-
rent events.
Solving Teaching and Learning Challenges

Many students who take a principles of management course have difficulty understanding
why they are taking the course in the first place. They presume that management is common
sense, unambiguous, and dependent on intuition. They also need practice applying the con-
cepts they are learning to real-world situations. Additionally, many students may not aim to
be managers upon graduation, so they may struggle to see the parallels between this course
and their career goals. We wrote Fundamentals of Management to address these challenges by
developing a “management sense” grounded in theory for students while showing them how
to apply concepts learned to real-world situations and enabling them to develop the necessary
skills to be successful in any career.
Developing a “Management Sense”

Bust This Myth and Debunking Chapter Openers
Bust This Myth chapter openers include common myths that
students may have about management. This feature debunks
the common myths, helping students to better understand
and develop their own management sense. Each one is
accompanied by a Bust This Myth Video Exercise in MyLab
Management.
16 Pr efa c e
The Think Like a Manager video series

in MyLab Management shows students
difficult business scenarios and asks
them to respond through multiple choice
question assignable activities.
Apply Concepts to the Real World

The NEW Entrepreneurship Module: Managing Entrepreneurial Ventures, reflects the recent
growth in entrepreneurial ventures, helping students to understand trends happening
in the real world.
Murad Sezer/Reuters
Pr eface 17
Making Ethical Decisions in

Today’s Workplace
CVS Health Corporation announced in early 2018 that it would stop “materially”
altering the beauty images used in its marketing materials that appear in its stores
and on its websites and social media channels.35 Although the change applies to
the marketing materials it creates, the drugstore chain has also asked global brand
partners—including Revlon, L’Oreal, and Johnson & Johnson—to join its effort.
The company will use a watermark—the “CVS Beauty Mark”—on images that
have not been altered. What does that mean? You’re seeing real, not digitally This text tackles tough issues such as
modified, persons. The person featured in those images did not have their size, globalization/anti-globalization, having civil
shape, skin or eye color, wrinkles, or other characteristics enhanced or changed. conversations, anti-bias, and ethical dilemmas—
The company’s goal is for all images in the beauty sections of CVS’s stores to giving students an accurate depiction of the busi-
reflect the “transparency” commitment by 2020. Not surprisingly, there are pros ness environment today.
and cons to this decision. And not surprisingly, there are ethical considerations
associated with the decision.
Discussion Questions:
5 Striving for more realistic beauty/body image ideals: Who are potential
stakeholders in this situation and what stake do they have in this decision?
6 From a generic viewpoint, how do ethical issues affect decision making? In this
specific story, what potential ethical considerations do you see in the decision
by CVS to stop altering beauty images and start using more realistic images?
To help students apply management
3
concepts to the real world, the cases ask
students to assess a situation and answer
questions about “how” and “why” and
CASE APPLICATION #
“what would you do?” These Case Ap- Goals and Controls
plications cover a variety of companies, Topic: Role of goals in controlling, control process, efficiency and effectiveness
including Uber, Netflix, General Elec-
T
esla. Elon Musk. You’ve probably heard of both. Tesla role in the company and oversaw the design of Tesla’s first
tric, Tesla, and more. was founded in 2003 by a group of engineers who car, the Roadster, which was launched in 2008. Next came the
wanted to prove that buyers didn’t need to compromise Model S, introduced in 2012 as the world’s first premium all-
looks and performance to drive electric—that electric cars electric sedan. The next product line expansion was the Model
could be “better, quicker, and more fun to drive than gasoline X in 2015, a sport utility vehicle, which achieved a 5-star safety
cars.”60 Musk was not part of that original group but led the rating from the National Highway Safety Administration. The
company’s Series A investment (the name typically given to a Model 3 was introduced in 2016 and production began in
(Case Application for Chapter 14, company’s first round of venture capital financing) and joined 2017. From the beginning, Musk has maintained that Tesla’s
Tesla) Tesla’s board of directors as chairman. He soon took an active long-term strategic goal was to create affordable mass-market
Experiential Exercise
NEW! Experiential Exercises are all

Now, for a little fun! Organizations (work and educational) often use team-building exercises to help teams improve their performance. In
your assigned group, select two of the characteristics of effective teams listed in Exhibit 10-6 and develop a team-building exercise for each
new. Each one is a hands-on activity in
characteristic. In developing your exercise, focus on helping a group improve that particular characteristic. Be creative! Write a group report
describing your exercises, being sure to explain how your exercises will help a group improve or develop that characteristic. Be prepared to
which students typically collaborate with
share your ideas with your class! OR, be prepared to demonstrate the team-building exercise!
Then, once you’ve concluded the assigned group work, you are to personally evaluate your “group” experience in working on this task.
other students to complete a task.
How did your group work together? What went “right?” What didn’t go “right?” What could your group have done to improve its work perfor-
mance and satisfaction with the group effort?
18 Pr efa c e
Developing Employability Skills

For students to succeed in a rapidly changing job market, they should be aware of their career
options and how to go about developing a variety of skills. With MyLab Management and
Fundamentals of Management, we focus on developing these skills in the following ways:
A new Employability Skills Matrix at the end of Chapter 1 provides students with a visual guide
to features that support the development of skills employers are looking for in today’s business
graduates, helping students to see from
the start of the semester the relevance of EMPLOYABILITY SKILLS MATRIX
the course to their career goals. Critical Thinking Communication Collaboration Knowledge Social
Application and Responsibility
Analysis
Classic Concepts in Today’s ✓ ✓ ✓ ✓
Workplace
Making Ethical Decisions in ✓ ✓ ✓ ✓ ✓
Today’s Workplace
Managing Technology in ✓ ✓ ✓ ✓ ✓
Today’s Workplace
MyLab: Write It, Watch It, ✓ ✓ ✓
Try It
Management Skill Builder— ✓ ✓ ✓
Practicing the Skill
Experiential ✓ ✓ ✓
Exercise
Case ✓ ✓ ✓
Application 1
Case ✓ ✓ ✓
Application 2
Case ✓ ✓
[Employability Skills Matrix from
Application 3
Chapter 1]
Boxed Features Highlight Opportunities to Develop Key Employability Skills.
Classic Concepts in Today’s Workplace help students to un-

derstand a classic management concept. Hofstede’s five di-
mensions of national culture, are still beneficial to managers
in today’s workplaces.
◂ ◂ ◂ Classic Concepts in Today’s Workplace ▸ ▸ ▸

value relationships and show sensitivity and concern for
Hofstede’s 5 Dimensions the welfare of others.
• Uncertainty avoidance. This dimension assesses the
degree to which people in a country prefer structured
An illuminating study of the differences in cultural environ-
over unstructured situations and whether people are will-
ments was conducted by Geert Hofstede in the 1970s and
ing to take risks.
1980s.11 He surveyed more than 116,000 IBM employees in
40 countries about their work-related values and found that • Long-term versus short-term orientation. People in
managers and employees vary on five dimensions of national cultures with long-term orientations look to the future and
culture: value thrift and persistence. A short-
term orientation values the past and
• Power distance. The degree to Here’s one way present and emphasizes respect for
which people in a country accept
that power in institutions and orga- to UNDERSTAND tradition and fulfilling social obligations.
The following table shows a few
nizations is distributed unequally.
It ranges from relatively equal (low
CULTURAL highlights of four of Hofstede’s cul-
tural dimensions and how different
power distance) to extremely un-
equal (high power distance).
DIFFERENCES! countries rank on those dimensions.
Pr eface 19
Making Ethical Decisions in Today’s Workplace

Making Ethical Decisions in presents students with an ethical dilemma and
encourages them to practice their skills in ethical
decision making and critical decision making.
Walt Disney Company. Star Wars. Two powerful forces combined.

But is that force for good or for not-so-good?30 It’s not surprising
that the popularity of the Star Wars franchise has given Walt Disney
Co. exceptional power over the nation’s movie theaters. The theater
owners want the Star Wars releases, and there’s only one way to get
them...through Disney. With the latest release, movie theaters had to
agree to “top-secret” terms that many theater owners said were the
most oppressive and demanding they had ever seen. Not only were
they required to give Disney about 65 percent of ticket revenue, there
were also requirements about when, where, and how the movie
could be shown. You’d think that because Disney needs the theaters
to show their movies they might be better off viewing them as “part-
ners” rather than subordinates. What do you think?
Discussion Questions:
5 Is there an ethical issue here? Why or why not? What stakeholders
might be affected and how might they be affected? How can identifying
stakeholders help a manager decide the most responsible approach?
6 Working together in your “assigned” group, discuss Disney’s actions.
Do you agree with those actions? Look at the pros and cons, includ-
ing how the various stakeholders are affected. Prepare a list of argu-
ments both pro and con. (To be a good problem solver and critical
thinker, you have to learn how to look at issues from all angles!)
::::::: Managing Technology in Today’s Workplace :::::::

MONITORING EMPLOYEES
Technological advances have made the process of managing an Just how much control a company should have over the private
organization much easier.30 And technological advancements have lives of its employees also becomes an issue. Where should an
also provided employers a means of sophisticated employee moni- employer’s rules and controls end? Does the boss have the right to
toring. Although most of this monitoring is designed to enhance dictate what you do on your free time and in your own home? Could
worker productivity, it could, and has been, a source of concern over your boss keep you from engaging in riding a motorcycle, skydiving,
worker privacy. These advantages bring with them difficult ques- smoking, drinking alcohol, or eating junk food? Again, the answers
tions regarding what managers have the right to know about em- may surprise you. Today many organizations, in their quest to control
ployees and how far they can go in controlling employee behavior, safety and health insurance costs, are delving into their employees’
both on and off the job. Consider the following: private lives.
• The mayor of Colorado Springs, Colorado, reads the e-mail mes- Although controlling employees’ behaviors on and off the
sages that city council members send to each other from their job may appear unjust or unfair, nothing in our legal system
homes. He defended his actions by saying he was making sure prevents employers from engaging in these practices. Rather,
that e-mails to each other were not being used to circumvent the the law is based on the premise that if employees don’t like the
state’s “open meeting” law that requires most council business rules, they have the option of quitting. Managers, too, typically
to be conducted publicly.
defend their actions in terms of ensuring quality productivity
Managing Technology in Today’s Workplace describes how

managers are using technology to monitor employee performance,
looking at ways to have a more efficient and effective workplace.
20 Pr efa c e
Personal Inventory Assessments is a

collection of online exercises designed
to promote self-reflection and engage-
ment in students, helping them better un-
derstand management concepts. These
assessments help develop professional-
ism and awareness of oneself and others,
skills necessary for future career success.
End-of-Chapter Management Skill Builder helps students move from merely knowing
concepts to actually being able to use that knowledge.
The skill-building exercises included at the end of each chapter help you apply and
use management concepts. We chose these skills because of their relevance to develop-
ing management competence and their
linkage to one or more of the topic ar- Management Skill Builder | UNDERSTANDING CULTURE
eas in this book.
An organization’s culture is a system of shared meaning. When you understand your organization’s culture, you know, for example,
whether it encourages teamwork, rewards innovation, or stifles initiative. When interviewing for a job, the more accurate you are at
assessing the culture, the more likely you are to find a good person–organization fit. And once inside an organization, understand-
ing the culture allows you to know what behaviors are likely to be rewarded and which are likely to be punished.48
Expanded Module on Professionalism and Employability

In this newly expanded module, students are provided with very practical information in
terms of being professional and employable. It’s good to remind students that there is a future
beyond getting their degree. But they must prepare themselves for it, with solid academic
learning and practical advice.
Chapter by Chapter Changes

In addition to all these major changes, here is a chapter-by-chapter list of the topic additions
and changes in the Eleventh Edition:
Chapter 1 History Module

• Rewrote box feature questions to focus on skills • Added new section on Other Early Twentieth-Century
• New Making Ethical Decisions box Contributors: A Diversity Perspective
• Added material on employability skills, including Employ-
ability Skills Matrix
• New Experiential Exercise Chapter 2
• Two new cases (Walmart’s management training, Intel’s • Rewrote box feature questions to focus on skills
“chip” problem) • Added “revision bias” to section on Common Errors
• Updated one case (Zappo’s holacracy) • New Being Ethical box
• Added “Topic” to Case Apps • Added information on stumbling blocks to creativity
• Highlighted different employability skill in each case • New Experiential Exercise
Pr eface 21
• One new case (Panera Bread Company) Chapter 7

• Updated two cases (UPS, Baseball Data Analytics)
• Rewrote box feature questions to focus on skills
• Added “Topic” to Case Apps
• New Being Ethical box
• Highlighted different employability skills in each case
• Added new material on remote work
Quantitative Decision-Making Tools Module • New Experiential Exercise
• One new case (United Air)
Chapter 3 • Updated two cases (NASA, PfizerWorks)
• New opening Myth/Debunked
• New Being Ethical box
• Added new information about anti-globalization Chapter 8
• New Experiential Exercise • New opening Myth/Debunked
• Two new cases (Chinese battery companies, NCAA basket- • New examples
ball scandal) • Rewrote box feature questions to focus on skills
• Updated one case (Keurig) • New Being Ethical box
• Added “Topic” to Case Apps • Added additional material on sexual harassment
• Highlighted different employability skill in each case • Moved diversity material to this chapter
• Added discussion on inclusion
Chapter 4 • New Experiential Exercise
• Rewrote box feature questions to focus on skills • One new case (Starbucks and racial-bias training)
• New Being Ethical box • Updated two cases (résumé discrepancies, attracting
• Added new section on Current Issues in Organizational tech talent)
Culture • Added “Topic” to Case Apps
• New Experiential Exercise • Highlighted different employability skills in each case
• Two new cases (Uber, full pay transparency)
• Updated one case (movie theatre industry) Professionalism and Employability Module
• New material on professionalism and employability
• Highlighted different employability
• Revised material on careers
skill in each case
Chapter 5 Chapter 9
• Rewrote box feature questions to focus on skills • Rewrote box feature questions to focus on skills
• Added new section on managing disruptive innovation • Added material on multicultural brokers
• New Being Ethical box • New Experiential Exercise
• New Experiential Exercise • Two new cases (Microsoft and W. L. Gore)
• Updated one case (UnderArmour) • Updated case (health-care industry)
• Two new cases (Volkswagen, Swiss watch industry) • Added “Topic” to Case Apps
• Added “Topic” to Case Apps • Highlighted different employability skills in each case
Chapter 10
Managing Entrepreneurial Ventures Module
• New Module • Expanded discussion of generational
differences in the workplace
Chapter 6 • New Experiential Exercise
• Rewrote box feature questions to focus on skills • Two new cases (Virgin Group, Adobe Systems)
• Added new material on digital tools as strategic weapons • Updated case (Google)
• Added new material on crisis planning • Added “Topic” to Case Apps
• New Managing Technology in Today’s Workplace box • Highlighted different employability skills in each case
(using social media for environmental scanning)
• New Experiential Exercise
• Updated one case (Zara) Chapter 11
• Two new cases (Ford Motor Company, Domino’s Pizza) • Rewrote box feature questions to focus on skills
• Added “Topic” to Case Apps • New Experiential Exercise
• Highlighted different employability • One new case (unlimited vacation time)
skills in each case • Two updated cases (Gravity Payments, Patagonia)
22 Pr efa c e
• Added “Topic” to Case Apps • New material on workplace design

• Highlighted different employability skills in each case • New Experiential Exercise
• One new case (anytime feedback)
• Two updated cases (athletes and Twitter and eliminating
Chapter 12 e-mail)
• Rewrote box feature questions to focus on skills • Added “Topic” to Case Apps
• New Being Ethical box • Highlighted different employability skills in each case
• New material on toxic bosses
• New Experiential Exercise
• Two new cases (General Electric, L’Oreal)
Chapter 14
• One updated case (developing Gen Y leaders) • Rewrote box feature questions to focus on skills
• Added “Topic” to Case Apps • New Being Ethical box
• Highlighted different employability skills in each case • New Experiential Exercise
• Two new cases (Chipotle, Tesla)
• One updated case (positive feedback)
Chapter 13 • Added “Topic” to Case Apps
• Rewrote box feature questions to focus on skills • Highlighted different employability
• New material added to discussion of emotions and skills in each case
communication
• Reworked visual spread
• Added discussion of alternate reality (AR) Managing Operations Module
• New material on having civil conversations in the workplace • New presentation of material as a module
Instructor Teaching Resources

This program comes with the following teaching resources.
Supplements available to instructors

at www.pearsonglobaleditions.com Features of the Supplement
Instructor’s Resource Manual • Chapter-by-chapter summaries
authored by Veronica Horton • Chapter Outlines with teaching tips
• Answers to Case Application discussion questions
• Solutions to all questions and exercises in the book
Test Bank Over 2,500 multiple-choice, true/false, and essay questions with answers and these annotations:
authored by Carol Heeter • Learning Objective
• AACSB learning standard (Written and Oral Communication; Ethical Understanding and Reasoning;
Analytical Thinking; Information Technology; Interpersonal Relations and Teamwork; Diverse and
Multicultural Work Environments; Reflective Thinking; Application of Knowledge)
• Difficulty level (Easy, Moderate, Challenging)
• Question Category (Critical Thinking, Concept, Application, Analytical, or Synthesis)
TestGen® Computerized Test Bank TestGen allows instructors to:
• Customize, save, and generate classroom tests
• Edit, add, or delete questions from the Test Bank
• Analyze test results
• Organize a database of tests and student results
PowerPoint Presentation Presents basic outlines and key points from each chapter. Slides meet accessibility standards for students
authored by Veronica Horton with disabilities. Features include, but not limited to:
• Keyboard and Screen Reader access
• Alternative text for images
• High-color contrast between background and foreground colors
Pr eface 23
Acknowledgments
Writing and publishing a textbook requires the talents of a number of people whose names
never appear on the cover. We’d like to recognize and thank a phenomenal team of talented
people who provided their skills and abilities in making this book a reality. This team
includes Kris Ellis-Levy, our specialist portfolio manager; Claudia Fernandes, our senior
content producer; Carlie Marvel, our senior product marketer, Nicole Price, our field mar-
keting manager; Stephanie Wall, our director of portfolio management; Nancy Moudry, our
highly talented and gifted photo researcher; Lauren Cook, our talented digital media whiz
who co-created the “Bust The Myth” videos; and Kristin Jobe, associate managing editor,
Integra-Chicago.
We also want to thank our reviewers—past and present—for the insights they have
provided us:
David Adams, Manhattanville College Edward A. Johnson, University of North Florida

Lorraine P. Anderson, Marshall University Kayvan Miri Lavassani, North Carolina Central
Maria Aria, Camden Community College Kim Lukaszewski, SUNY New Paltz
Marcia Marie Bear, University of Tampa Brian Maruffi, Fordham University
Barbara Ann Boyington, Brookdale Community College Mantha Vlahos Mehallis, Florida Atlantic University
Reginald Bruce, University of Louisville Christine Miller, Tennessee Technological University
Jon Bryan, Bridgewater State University Diane Minger, Cedar Valley College
Elena Capella, University of San Francisco Kimberly K. Montney, Kellogg Community College
James Carlson, Manatee Community College James H. Moore, Arizona State University
Pam Carstens, Coe College Clara Munson, Albertus Magnus College
Casey Cegielski, Auburn University Jane Murtaugh, College of DuPage
Michael Cicero, Highline Community College Francine Newth, Providence College
Evelyn Delanee, Daytona Beach Community College Leroy Plumlee, Western Washington University
Kathleen DeNisco, Erie Community College, South Campus Pollis Robertson, Kellogg Community College
Jack Dilbeck, Ivy Tech State College Cynthia Ruszkowski, Illinois State University
Fred J. Dorn, University of Mississippi Thomas J. Shaughnessy, Illinois Central College
Michael Drafke, College of DuPage Andrea Smith-Hunter, Siena College
Myra Ellen Edelstein, Salve Regina University Martha Spears, Winthrop University
Deborah Gilliard, Metropolitan State College, Denver Jeff Stauffer, Ventura College
Robert Girling, Sonoma State University Kenneth R. Tillery, Middle Tennessee State University
Patricia Green, Nassau Community College Robert Trumble, Virginia Commonwealth University
Gary Greene, Manatee Community College, Venice Campus Philip Varca, University of Wyoming
Kenneth Gross, The University of Oklahoma Margaret Viets, University of Vermont
Jamey Halleck, Marshall University Brad Ward, Kellogg Community College
Aaron Hines, SUNY New Paltz Lucia Worthington, University of Maryland University College
Robyn Hulsart, Austin Peavy State University Seokhwa Yun, Montclair State University
Todd E. Jamison, Chadron State College
Thank You!
Steve, Mary, and Dave would like to thank you for considering and choosing our book for your
management course. All of us have several years of teaching under our belt, and we know how
challenging yet rewarding it can be. Our goal is to provide you with the best resources avail-
able to help you excel in the classroom!
For their contribution to the Global Edition, Pearson would like to thank Hussein Ismail,
Lebanese American University; Stephanie Pougnet, University of Applied Sciences Western
Switzerland; and Andrew Richardson, University of Leeds; and for their review of the new
content, David Ahlstrom, Chinese University of Hong Kong; Elsa Chan, City University of
Hong Kong; Tan Wei Lian, Taylor’s University; Goh See Kwong, Taylor’s University; and
Yanfeng Zheng, The University of Hong Kong.
About the Authors
STEPHEN P. ROBBINS received his Ph.D. from the University of Arizona. He previously
worked for the Shell Oil Company and Reynolds Metals Company and has taught at the
University of Nebraska at Omaha, Concordia University in Montreal, the University
of Baltimore, Southern Illinois University at Edwardsville, and San Diego State
University. He is currently professor emeritus in management at San Diego State.
Dr. Robbins’s research interests have focused on conflict, power, and politics in
organizations, behavioral decision making, and the development of effective inter-
personal skills. His articles on these and other topics have appeared in such journals
as Business Horizons, the California Management Review, Business and Economic
Perspectives, International Management, Management Review, Canadian Personnel
and Industrial Relations, and the Journal of Management Education.
Dr. Robbins is the world’s best-selling textbook author in the areas of management
and organizational behavior. His books have sold more than 10 million copies and have been
translated into 20 languages. His books are currently used at more than 1,500 U.S. colleges and
universities, as well as hundreds of schools throughout Canada, Latin America, Australia, New
Zealand, Asia, and Europe.
For more details, see stephenprobbins.com.
MARY COULTER (Ph.D., University of Arkansas) held different jobs, including high
school teacher, legal assistant, and city government program planner, before completing
her graduate work. She has taught at Drury University, the University of Arkansas,
Trinity University, and Missouri State University. She is currently professor emeritus
of management at Missouri State University. In addition to Fundamentals of
Management, Dr. Coulter has published other books with Pearson including
Management (with Stephen P. Robbins), Strategic Management in Action, and
Entrepreneurship in Action.
When she’s not busy writing, Dr. Coulter enjoys puttering around in her flower
gardens; trying new recipes; reading all different types of books; and enjoying many
different activities with husband Ron, daughters and sons-in-law Sarah and James and
Katie and Matt, and most especially with her two grandkids, Brooklynn and Blake, who
are the delights of her life!
24
Another random document with
no related content on Scribd:
and, the discourse done, they rushed bravely into battle to defend
what they had heard.
Against these pious but strong-limbed confederates the wrath of
Guise was something terrible. It did not, like that of Francis I.—who
banqueted one day the unorthodox friends whom he burned the next
—alternate with fits of mercy. It raged without intermission, and
before it the Reformers of Alsatia were swept as before a blast in
whose hot breath was death. He spared neither sex nor age; and he
justified his bloody deeds by blasphemously asserting that he was
guided to them by the light of a cross which blazed before him in the
heavens. The church honored him with the name of “good and
faithful servant;” but there are Christian hearths in Alsatia where he
is still whisperingly spoken of as “the accursed butcher.”
When his own fingers began to hold less firmly the handle of his
sword, he also began to look among his children for those who were
most likely to carry out the mission of his house. His eye marked,
approvingly, the bearing of his eldest son Francis, Count D’Aumale;
and had no less satisfaction in the brothers of Francis, who, whether
as soldiers or priests, were equally ready to further the interests of
Lorraine, and call them those of Heaven. His daughter Mary he gave
to James V. of Scotland; and the bride brought destruction for her
dowry. Upon himself and his children, Francis I., and subsequently
Henry II., looked at last with mingled admiration and dread. Honors
and wealth were lavished upon them with a prodigal and even
treasonable liberality. The generous king gave to the insatiate Guise
the property of the people; and when these complained somewhat
menacingly, Guise achieved some new exploit, the public roar of
applause for which sanctioned a quiet enjoyment of his ill-gotten
treasures.
For the purpose of such enjoyment he retired to his castle at
Joinville. The residence was less a palace than a monastery. It was
inhabited by sunless gloom and a deserted wife. The neglected
garden was trimmed at the coming of the duke, but not for his sake
nor for that of the faithful Antoinette. Before the eyes of that faithful
wife he built a bower for a mistress who daily degraded with blows
the hero of a hundred stricken fields. He deprecated the rough usage
of the courtesan with tears and gold; and yet he had no better
homage for the virtuous mother of his children, than a cold civility.
His almost sudden death in 1550 was accounted for as being the
effect of poison, administered at the suggestion of those to whom his
growing greatness was offensive. The accusation was boldly graven
on his monument; and it is probably true. No one however, profited
by the crime.
The throne found in his children more dangerous supporters than he
had ever been himself; and the people paid for their popular
admiration with loss of life and liberty. The church, however, exulted;
for Claude of Lorraine, first Duke of Guise, gave to it the legitimate
son, Cardinal Charles, who devised the massacre of the day of St.
Bartholomew; and the illegitimate son, the Abbé de Cluny, who, on
that terrible day, made his dagger drink the blood of the Huguenots,
till the wielder of it became as drunk with frenzy as he was wont to
be with the fiery wine which was his peculiar and intense delight.
The first Duke of Guise only laid a foundation, upon which he left his
heirs and successors to build at their discretion. He had,
nevertheless, effected much. He had gained for his family
considerable wealth; and if he had not also obtained a crown, he had
acquired possession of rich crown-lands. The bestowing upon him of
these earned popular execration for the king; the people, at the
same time, confessed that the services of Guise were worthy of no
meaner reward. When King Francis saw that he was blamed for
bestowing what the recipient was deemed worthy of having granted
to him, we can hardly wonder that Francis, while acknowledging the
merits of the aspiring family, bade the members of his own to be on
their guard against the designs of every child of the house of
Lorraine.
But he was no child who now succeeded to the honors of his father,
the first duke. Francis of Guise, at his elevation to the ducal title, saw
before him two obstacles to further greatness. One was a weak king,
Henry II.; and the other, a powerful favorite, the Constable de
Montmorency, from whose family, it was popularly said, had sprung
the first Christian within the realm of France. Francis speedily
disposed of the favorite, and almost as speedily raised himself to the
vacant office, which he exercised so as to further his remote
purposes. In the meantime the king was taught to believe that his
crown and happiness were dependent on his Lorraine cousins, who,
on their side, were not only aiming at the throne of France for one
member of the house, but were aspiring to the tiara for a second; the
crown of Naples for a third—to influence in Flanders and in Spain,
and even to the diadem of Elizabeth of England, succession to which
was recognised as existing in them, by Mary Stuart, in case of her
own decease without direct heirs. It is said that the British Romanists
looked forward with unctuous complacency to the period when the
sceptre of this island should fall into the blood-stained grasp of a
“Catholic Guise.”
It was not only the fortune of Francis to repair the ill luck
encountered in the field by Montmorency, but to gain advantages in
fight, such as France had not yet seen. The Emperor Charles V. had
well-nigh got possession of beleaguered Metz, when Guise threw
himself into the place, rescued it from the Emperor, and swept the
Imperialists out of France. His fiery wrath cooled only in presence of
the wounded, to whom he behaved with gentle and helping courtesy.
His gigantic labors here brought on an attack of fever; and when he
was compelled to seek rest in his house at Marchez, a host of priests
and cardinals of his family gathered round his court, and excited him
to laughter by rough games that suited but sorrily with their calling.
The second duke inherited his father’s hatred for “heretics.” The
great Colligny had been his bosom friend; but when that renowned
Reformer gave evidence of his new opinions upon religious subjects,
then ensued, first a coldness, then fits of angry quarrelling, and at
last a duel, in which, though neither combatant was even scratched,
friendship was slain for ever. Duke Francis was prodigal like his
father, but then his brother, Cardinal Charles, was minister of the
finances: and the king and his mistress, Diana de Poictiers, cared
not how the revenue was managed, so that money was forthcoming
when necessity pressed. The consequence was, that the king’s
exchequer was robbed to supply the extravagances of Guise. But
then men began to associate with the name the idea of deliverance
from oppression; and they did not count the cost. And yet victory did
not invariably select for her throne the glittering helm of the aspiring
duke. The pope had selected him as commander of the papal army
acting against Naples, but intrigue paralyzed the arm which had
never before been conquered, and the pontiff showered epigrams
upon him instead of laurels.
In this momentary eclipse of the sun of his glory, the duke placed his
own neck under the papal heel. He served in the pope’s chapel as
an Acolyte, meekly bore the mantle of obese and sneering cardinals,
and exhibited a humility which was not without success. When at a
banquet given by a cardinal, Guise humbly sat down at the lower
end of the table, he asked a French officer who was endeavoring to
thrust in below him, “Why comest thou here, friend?” “That it might
not be said,” answered the soldier, “that the representative of the
King of France took the very lowest place at a priest’s table!”
From such reproaches Guise gladly fled, to buckle on his armor and
drive back an invasion of France by the Hispano-Flemings on the
north. The services he now rendered his country made the people
almost forget the infamy of their king, who was wasting life in his
capital, and the oppressive imposts of the financial cardinal, whom
the sufferers punningly designated as Cardinal La Ruine. The ruin he
achieved was forgiven in consideration of the glory accomplished by
his brother, who had defeated and destroyed the armies which
threatened the capital from the north; and who had effected much
greater glory by suddenly falling on Calais with a force of ten to one,
and tearing from the English the last of the conquests till then held
by them in France. Old Lord Wentworth, the governor, plied his
artillery with a roar that was heard on the English coast: but the roar
was all in vain. There was a proverb among our neighbors, and
applied by them to every individual of mediocre qualifications, that
“he was not the sort of man to drive the English out of France.” That
man was found in Guise; and the capital began naturally to contrast
him with the heartless king, who sat at the feet of a concubine, and
recked little of the national honor or disgrace. And yet, the medals
struck to commemorate the recovery of Calais bear the names only
of Henri and Diana. They omit all mention of the great liberator,
Guise!
The faults of Henri, however, are not to be entirely attributed to
himself. He had some feelings of compassion for the wretched but
stout-hearted Huguenots, with whom, in the absence of Guise, he
entered into treaties, which, Guise present, he was constrained to
violate! In pursuit of the visions of dominion in France, and of the
tiara at Rome, the ambitious house sought only to gain the suffrages
of the church and the faithful. To win smiles from them, the public
scaffolds were deluged with the blood of heretics; and all were
deemed so who refused to doff their caps to the images of the virgin,
raised in the highways at the suggestion of the duke and the
cardinal. This terrific persecution begat remonstrance; but when
remonstrance was treated as if it were rebellion, rebellion followed
thereupon; as, perhaps, was hoped for; and the swords of the
Guisards went flashing over every district in France, dealing death
wherever dwelt the alleged enemies of God, who dared to commune
with Him according to conscience, rather than according to Rome.
Congregations, as at Vassi, were set upon and slaughtered in cold
blood, without resistance. In the Huguenot “temple” of this last place
was found a Bible. It was brought to the duke. This noble gentleman
could spell no better than the great Duke of Marlborough; and Guise
was, moreover, worse instructed in the faith which he professed. He
looked into the Book of Life, unconscious of what he held, and with a
wondering exclamation as to what it might be all about, he flung it
aside, and turned to the further slaughter of those who believed
therein.
In such action he saw his peculiar mission for the moment, but he
was not allowed to pursue it unopposed. His intrigues and his
cruelties made rebels even of the princes of the blood; and Condé
took the field to revenge their wrongs, as well as those of the
Reformers. The issue was tried on the bloody day at Dreux, when
the setting sun went down on a Protestant army routed, and on
Condé a captive; but sharing the bed, as was the custom of the time,
of his proved victor Guise. Never did two more deadly enemies lie on
the same couch, sleepless, and full of mutual suspicion. But the
hatred of Condé was a loyal hatred; that of Guise was marked by
treacherous malignity. The Protestant party, in presence of that hot
fury, seemed to melt away like a snow-wraith in the sun. He and his
Guisards were the terror of the so-called enemies of the Faith. Those
whom he could not reach by the sword, he struck down by wielding
against them the helpless hand of the king, who obeyed with the
passiveness of a Marionette, and raised stakes, and fired the pile,
and gave the victim thereto, simply because Guise would so have it.
The duke received one portion at least of his coveted reward. At
every massacre of inoffensive Protestants, the Catholic pulpits
resounded with biblical names, showered down upon him by the
exulting preachers. When his banner had swept triumphantly over
successive fields, whose after-crops were made rich by heretical
blood, then did the church pronounce him to be a soldier divinely
armed, who had at length “consecrated his hands, and avenged the
quarrel of the Lord.”
Guise lived, it is true, at a period when nothing was held so cheap as
life. Acts of cruelty were but too common in all factions. If he
delivered whole towns to pillage and its attendant horrors, compared
with which death were merciful, he would himself exhibit
compassion, based on impulse or caprice. He was heroic, according
to the thinking of his age, which considered heroism as being
constituted solely of unflinching courage. In all other respects, the
duke, great as he was, was as mean as the veriest knave who trailed
a pike in his own bands. Scarcely a letter addressed to his officers
reached them without having been previously read to their right
worshipful master. There was scarcely a mansion in the kingdom,
whose lord was a man of influence, but that at that table and the
hearth there sat a guest who was the paid spy of Francis of Guise.
It is hardly necessary to add that his morality generally was on a par
with the particular specimens we have given of it. Crowds of
courtesans accompanied him to the camp, while he deliberately
exposed his own wife, Anne of Este, the sister of Tasso’s Leonora, to
the insulting homage of a worthless king. Emphatically may it be said
that the truth was not in him. He gloried in mendacity. No other
personage that I can call to mind ever equalled him in lying—except,
perhaps, those very highly professing heroes who swagger in Greek
tragedy. He procured, by a lie, the capital conviction of Condé. The
latter escaped the penalty, and taxed the duke with his falsehood.
Guise swore by his sword, his life, his honor, his very soul, that he
was innocent of the charge. Condé looked on the ducal liar with a
withering contempt, and turned from him with a sarcasm that should
have pierced him like a sword. Pointed as it was, it could not find
way through his corslet to his heart. He met it with a jest, and
deemed the sin unregistered.
There was a watchful public, nevertheless, observing the progress
made toward greatness by the chivalric duke, and his brother the
cardinal. Henry II. had just received the mortal blow dealt him at a
tournament by the lance of Montgomery. Francis II., his brother, the
husband of Mary Stuart, and therewith nephew to Guise, succeeded
to the uneasy throne and painful privileges of Henri. On the night of
this monarch’s decease, two courtiers were traversing a gallery of
the Louvre. “This night,” said one, “is the eve of the Festival of the
Three Kings.” “How mean you by that?” asked the other with a smile.
“I mean,” rejoined the first, “that to-morrow we shall have three
monarchs in Paris—one of them, King of France; the others Kings in
France—from Lorraine.”
Under the latter two, Duke and Cardinal, was played out the second
act of the great political drama of Lorraine. It was altogether a melo-
drama, in which there was abundance of light and shadow. At times,
we find the hero exhibiting exemplary candor; anon, he is the dark
plotter, or the fierce and open slayer of his kind. There are stirring
scenes of fights, wherein his adversaries draw their swords against
him, at the instigation of a disgusted King, who no sooner saw Guise
triumphant, than he devoted to death the survivors whom he had
clandestinely urged into the fray.
The battles were fought, on one side, for liberty of conscience; on
the other, for the sake of universal despotism. The bad side
triumphed during a long season; and field after field saw waving over
it the green banner of Lorraine. Catherine de Medicis, and her son
Charles IX., accompanied the Duke in more than one struggle, after
the short-lived reign of Francis II. had come to an end. They passed,
side by side, through the breach at Rouen; but accident divided them
at Orleans, where had assembled the gallant few who refused to
despair for the Protestant cause.
Guise beleaguered the city, and was menacingly furious at its
obstinacy in holding out. One evening he had ridden with his staff to
gaze more nearly at the walls, from behind which defiance was flung
at him. “You will never be able to get in,” remarked roughly a too
presuming official. “Mark me!” roared the chafed Duke, “yon setting
sun will know to-morrow how to get behind that rampart; and by
Heaven, so will I!” He turned his horse, and galloped back alone to
his quarters. He was encountered on his way by a Huguenot officer,
Poltrot de la Mer, who brought him down by a pistol-shot. The eyes
of the dying Duke, as he lay upon the ground, met for the last time
the faint rays of that departing sun, with which he had sworn to be up
and doing on the morrow. He died in his hut. His condition was one
of extreme “comfortableness.” He had robbed the King’s exchequer
to gratify his own passions;—and he thanked Heaven that he had
been a faithful subject to his sovereign! He had been notoriously
unfaithful to a noble and virtuous wife; and he impressed upon her
with his faltering lips, the assurance that “generally speaking” his
infidelity as a husband did not amount to much worth mentioning! He
confessed to, and was shriven by his two brothers, Cardinals John
and Charles. The former was a greater man than the Duke. The
latter was known in his own times and all succeeding, as “the bottle
cardinal,” a name of which he was only not ashamed, but his title to
which he was ever ostentatiously desirous to vindicate and establish.
The first Duke had acquired possession of crown-lands; the second
had at his disposal the public treasure; and the third hoped to add to
the acquisitions of his family the much-coveted sceptre of the Kings
of France.
Henri, surnamed Le Balafré, or “the scarred,” succeeded his father in
the year 1560. During the greater portion of his subsequent life, his
two principal objects were the destruction of Protestantism, and the
possession of the King’s person. He therewith flattered the national
vanity by declaring that the natural limits of France, on two sides,
were the Rhine and the Danube—an extension of frontier which was
never effected, except temporarily, in the latter days of Napoleon.
But the declaration entailed a popularity on the Duke which was only
increased by his victory at Jarnac, when the French Protestants not
only suffered defeat, but lost their leader, the brave and unfortunate
Condé. This gallant chief had surrendered, but he was basely
murdered by a pistol-shot, and his dead body, flung across an ass,
was paraded through the ranks of the victors, as a trophy. How far
the Duke was an accomplice in the crime, is not determined. That
such incidents were deemed lightly of by him, is sufficiently clear by
his own proclamation in seven languages, wherein he accused
Coligny as the instigator of the murder of the late Duke of Guise, and
set a price upon that noble head, to be won by any assassin.
For that so-called murder, Guise had his revenge on the day of St.
Bartholomew, when he vainly hoped that the enemies of his house
had perished for ever. On the head of more than one member of the
house of Guise rests the responsibility of that terrible day. During the
slaughter, Guise gained his revenge, but lost his love. The cries of
the victims were the nuptial songs chanted at the marriage-
ceremony of Henri of Navarre and Margaret, the King’s sister. The
latter had looked, nothing loath, upon the suit offered to her by
Guise, who was an ardent wooer. But the wooing had been roughly
broken in upon by the lady’s brother, the Duc d’Anjou, who declared
aloud in the Louvre, that if Guise dared look with lover’s eyes upon
“Margot,” he would run his knife into the lover’s throat! The threat
had its influence, and the unfaithful wooer, who had been all the
while solemnly affianced to a Princess Catherine of Cleves, married
that remarkable brunette, and showed his respect for her, by
speaking and writing of her as “that amiable lady, the negress.” It
may be noticed in passing, that the objection of D’Anjou to Guise as
a brother-in-law, was not personal; it had a political foundation. The
two dukes became, indeed, brothers-in-law; not by Guise marrying
the sister of D’Anjou, but by D’Anjou marrying the sister of Guise,
and by sharing with her the throne which he, subsequently, occupied
rather than enjoyed, as Henri III.
When summoned to the throne by the unedifying death of Charles
IX., Henry of Anjou was king of Poland. He escaped from that
country with difficulty, in order to wear a more brilliant but a more
fatal crown in France. He had no sooner assumed it, when he beheld
the Guises encircling him, and leaving him neither liberty nor will.
The Protestants were driven into rebellion. They found a leader in
Henry of Navarre, and Guise and his friends made war against them,
irrespective of the King’s consent, and cut in pieces, with their
swords, the treaties entered into between the two Henrys, without
the consent of the third Henri—of Guise and Lorraine. The latter so
completely enslaved the weak and unhappy sovereign, as to wring
from him, against his remonstrance and conviction, the famous
articles of Nemours, wherein it was solemnly decreed in the name of
the King, and confirmed by the signature of Guise, that,
thenceforward, it was the will of God that there should be but one
faith in France, and that the opposers thereof would find that
opposition incurred death.
There is a tradition that when Henri III. was told of this decree, he
was seated in deep meditation, his head resting upon his hand; and
that when he leaped to his feet with emotion, at the impiety of the
declaration, it was observed that the part of his moustache which
had been covered by his hand, had suddenly turned gray.
The misery that followed on the publication of these infamous
articles was widely spread, and extended to other hearths besides
those of the Huguenots. Sword, pestilence, and famine, made a
desert of a smiling country; and the universal people, in their
common sorrow, cursed all parties alike—“King and Queen, Pope
and Calvin,” and only asked from Heaven release from all, and
peace for those who suffered by the national divisions. The King,
indeed, was neither ill-intentional nor intolerant; but Guise so
intrigued as to persuade the “Catholic” part of the nation that Henri
was incapable. Faction then began to look upon the powerful subject
as the man best qualified to meet the great emergency. He fairly
cajoled them into rebellion. They were, indeed, willing to be so
cajoled by a leader so liberal of promises, and yet he was known to
be as cruel as he engaged himself to be liberal. He often kept his
own soldiers at a point barely above starvation; and the slightest
insubordination in a regiment entailed the penalty of death. To his
foes he was more terrible still. As he stood in the centre of a
conquered town that had been held by the Huguenots, it was sport to
him to see the latter tossed into the flames. On one occasion he
ordered a Huguenot officer to be torn asunder by young horses for
no greater crime than mutilating a wooden idol in a church. The
officer had placed the mutilated figure on a bastion of the city, with a
pike across its breast, as a satire on the guardianship which such a
protector was popularly believed to afford.
He could, however, be humane when the humor and good reason for
it came together. Thus he parted with a pet lioness, which he kept at
his quarters, on the very sufficient ground that the royal beast had,
on a certain morning, slain and swallowed one of his favorite
footmen! A commonplace lacquey he might have spared without
complaining; but he could not, without some irritation, hear of a valet
being devoured who, though a valet, had a profound belief that his
master was a hero.
The “Bartholomew” had not destroyed all the foes of the name of
Guise. What was not accomplished on that day was sought to be
achieved by the “League.” The object of this society was to raise the
Duke to the throne of Henri, either before or after the death of the
latter. The King was childless, and the presumptive heir to the
throne, Henri of Navarre, was a Protestant. The Lorrainers had
double reason, then, for looking to themselves. The reigning
sovereign was the last of three brothers who had inherited the
crown, and there was then a superstitious idea that when three
brothers had reigned in France, a change of dynasty was inevitable.
Guise fired his followers with the assurance that the invasion of
England, and the establishment of Popery there, should be an
enterprise which they should be called upon to accomplish. The King
was in great alarm at the “League,” but he wisely constituted himself
a member. The confederates kept him in the dark as to the chief of
their objects. The suspicious monarch, on the other hand,
encouraged his minions to annoy his good cousin of Lorraine. One of
these unworthy favorites, St. Megrim, did more: he slandered the
wife of Guise, who took, thereon, a singular course of trial and
revenge. He aroused his Duchess from her solitary couch, in the
middle of the night, hissed in her alarmed ear the damning rumor
that was abroad, and bade her take at once from his hands the
dagger or the poison-cup, which he offered her:—adding that she
had better die, having so greatly sinned. The offended and innocent
wife cared not for life, since she was suspected, and drank off the
contents of the cup, after protestation of her innocence. The draught
was of harmless preparation, for the Duke was well assured of the
spotless character of a consort whom he himself daily dishonored by
his infidelities. He kissed her hand and took his leave; but he sent a
score of his trusty-men into the courtyard of the Louvre, who fell on
St. Megrim, and butchered him almost on the threshold of the King’s
apartments.
The monarch made no complaint at the outrage; but he raised a
tomb over the mangled remains of his favorite minion, above which a
triad of Cupids represented the royal grief, by holding their stony
knuckles to their tearless eyes, affecting the passion which they
could not feel.
In the meantime, while the people were being pushed to rebellion at
home, the ducal family were intriguing in nearly every court in
Europe. Between the intrigues of Guise and the recklessness of the
King, the public welfare suffered shipwreck. So nearly complete was
the ruin, that it was popularly said, “The Minions crave all: the King
gives all; the Queen-mother manages all; Guise opposes all; the Red
Ass (the Cardinal) embroils all, and would that the Devil had all!”
But the opposition of Guise was made to some purpose. By
exercising it he exacted from the King a surrender of several strong
cities. They were immediately garrisoned by Guisards, though held
nominally by the sovereign. From the latter the Duke wrung nearly all
that it was in the power of the monarch to yield; but when Guise, who
had a design against the life of the Protestant Henri of Navarre,
asked for a royal decree prohibiting the granting of “quarter” to a
Huguenot in the field, the King indignantly banished him from the
capital. Guise feigned to obey; but his celebrated sister, the Duchess
of Montpensier, refused to share in even a temporary exile. This bold
woman went about in public, with a pair of scissors at her girdle,
which, as she intimated, would serve for the tonsure of brother Henri
of Valois, when weariness should drive him from a palace into a
monastery.
The King, somewhat alarmed, called around him his old Swiss body
guard, and as the majority of these men professed the reformed
faith, Guise made use of the circumstance to obtain greater ends
than any he had yet obtained. The people were persuaded that their
religion was in peril; and when the Duke, breaking his ban, entered
Paris and, gallantly attired, walked by the side of the sedan of
Catherine of Medicis, on their way to the Louvre, to remonstrate with
the unorthodox king, the church-bells gave their joyous greeting, and
the excited populace hung upon the steps of the Duke, showering
upon him blessings and blasphemous appellations. “Hosanna to our
new son of David!” shouted those who affected to be the most pious;
and aged women, kissing his garment as he passed, rose from their
knees, exclaiming, “Lord, now lettest thou thy servant depart in
peace, for mine eyes have seen thy salvation!”
The less blasphemous or the more sincere sufficiently expressed
their satisfaction by hailing him, as he went on his way, smiling, “King
of Paris!”
The sound of this title reached the ears of Henri. Coupling it with the
unauthorized return of Guise to court, he passed into alternate fits of
ungovernable wrath and profound melancholy. He was under the
influence of the latter when there fell on his ear, words which make
him start from his seat—“Percutiam pastorem, et dispergentur oves;”
and when the Monarch looked round for the speaker, he beheld the
Abbé d’Elbene, who had thus calmly quoted Scripture, in order to
recommend murder. The King, though startled, was not displeased.
On the contrary, he smiled; and the smile was yet around his lips,
and in his eyes, when Guise entered the presence, and mistook the
expression of the royal face for one of welcome. The Duke,
emboldened by what he saw, hurried through a long list of
grievances, especially dwelling on the lenity, not to say favor, with
which Henri treated the heretics generally. The sovereign made a
few excuses, which Guise heeded not; on the contrary, he hastened
to denounce the body of minions who polluted the palace. “Love me,
love my dog,” said Henri, in a hoarse voice. “Yes,” answered Guise,
peering into the royal and unnaturally sparkling eyes, “provided he
doesn’t bite!” The two men stood revealed before each other; and
from that hour the struggle was deadly. Henri would not give away,
with reference to his Swiss guard; and Guise, passing through Paris,
with his sword unsheathed, awoke the eager spirit of revolt, and
looked complacently on while the barricades were raised to impede
the march of the execrable Calvinistic Archers of the Guard. The
“King of Paris” earned a decisive victory; but before it was achieved,
the King of France hurried, in an agony of cowardly affright, from his
capital. He gazed for a moment on the city, as he departed, venting
curses on its ingratitude; for, said the fugitive Monarch, “I loved you
better than I did my own wife;”—which was indisputably true.
Guise might now have ascended the throne, had he not been too
circumspect. He deemed the royal cause lost, but he was satisfied
for the moment with ruling in the capital, as generalissimo. He
stopped the King’s couriers, and opened his letters. He confiscated
the property of Huguenots, and sold the same for his own benefit,
while he professed to care only for that of the Commonwealth.
Finally, he declared that the disturbed condition of affairs should be
regulated by a States-General, which he commanded rather than
prayed Henri to summon to a meeting at Blois. The King consented;
and the 18th of October, 1588, was appointed for the opening. Guise
entered the old town with his family, and a host of retainers, cased in
armor, and bristling with steel. Henri had his mother Catherine at his
side; but there were also a few faithful and unscrupulous followers
with him in the palace at Blois; and as he looked on any of those
who might happen to salute him in passing, the King smiled darkly,
and Percutiam pastorem fell in murmured satisfaction from his lips.
The saturnine monarch became, all at once, cheerful in his outward
bearing, even when Guise was so ruling the States as to make their
proceedings turn to the detriment of the monarchy. The Guise faction
became anxious for the safety of their leader, whose quarters were
in the palace; but when the King, in token of reconciliation begged
the Duke to participate with him in the celebration of the Holy
Sacrament, there was scarcely a man capable of interpreting the
manner of the times, who did not feel assured that under such a
solemn pledge of security, there lay concealed the very basest
treachery. Guise, over-confident, scorned alike open warning and
dark innuendoes. He was so strong, and his royal antagonist so
weak, that he despised the idea of violence being used against him
—especially as the keys of the palatial castle were in his keeping, as
“Grand-Master” of the Court.
The 23d of December had arrived. The King intimated that he should
proceed early in the morning, soon after daybreak (but subsequently
to holding a council, to which he summoned the Duke and Cardinal),
to the shrine of Our Lady of Clery, some two miles distant; and the
keys of the gates were demanded, in order to let Henri have issue at
his pleasure, but in reality to keep the Guises within, isolated from
their friends without. Larchant, one of the Archers of the Guard, also
waited upon the Duke, to pray him to intercede for himself and
comrades with the King, in order to obtain for them an increase of
pay. “We will do ourselves the honor,” said Larchant, “to prefer our
petition to your Highness, in the morning, in a body.” This was a
contrivance to prevent Guise from being surprised at seeing so many
armed men together in the King’s antechamber, before the council
was sitting. Henri passed a sleepless night. His namesake of Guise,
who had just sent his Duchess homeward, her approaching
confinement being expected, spent the whole of the same night in
the apartments of the Countess de Noirmoutier.
He was seen coming thence, before dawn, gayly dressed, and
proceeding to the Chapel of the Virgin, to perform his morning
devotions. Long before this, the King was a-foot, visiting the select
archers who had accepted the bloody mission of ridding the
perplexed monarch of his importunate adversary. He posted them,
altered the arrangements, reposted them, addressed them again and
again on the lawfulness of their office, and had some trouble to
suppress an enthusiasm which threatened to wake the Queen-
mother, who slept below, and to excite the suspicion of the Guards in
the vicinity. Staircase and hall, closet and arras, no coign of vantage
but had its assassin ready to act, should his fellows have failed.
Precisely at seven o’clock, Guise, attired in a light suit of gray satin,
and followed by Pericart, his secretary, entered the council-chamber,
where he found several members assembled; among others, his
younger brother, the “Bottle-Cardinal” de Guise. An hour passed
without the appearance of any message from the King, who was in
an inner apartment, now half-frightened at the pale faces of his own
confidants, and anon endeavoring to excite his own resolution, by
attempts to encourage theirs. It was a long and weary hour for all
parties. As it slowly passed away, Guise, he knew not wherefore,
grew anxious. He complained of the cold, and heaped billets of wood
upon the fire. He spoke of feeling sick, faint, and unnerved; and from
his silver sweetmeat-case he took a few bonbons, by way of
breakfast. He subsequently asked for some Damascus raisins, and
conserve of roses; but these, when supplied to him did not relieve
him of an unaccountable nervousness, which was suddenly
increased, when the eye next to the scar from which he derived his
appellation of Le Balafré, began to be suffused with tears. He
indignantly wiped away the unwelcome suffusion, and had quite
recovered as Rivol, Secretary of State, entered, and requested him
to attend on the King, who awaited him in his own chamber.
Guise gayly flung his bonbonnière across the council-table, and
laughingly bade the grave counsellors scramble for the scattered
sweets. He started up, overturned his chair in so doing, drew his thin
mantle around him, and with cap and gloves in hand, waved a
farewell to the statesmen present. He passed through two rooms,
and closely followed by various of the archers, reached the
tapestried entrance to the King’s cabinet. No one offered to raise the
arras for him. Guise lifted his own right arm to help himself at the
same time looking half-round at the archers who were near him. At
that moment, a dagger was buried in his breast, up to the very hilt.
The blow was delivered by Montsery, from behind. The Duke let fall
his hand to the pommel of his sword, when one assassin clung to his
legs, a second, also from behind, stabbed him in the neck; while a
third passed his weapon through the Duke’s ribs.
Guise’s first cry was, “Ho, friends!” His second, as Sarine ran him
through the lower part of the back, was, “Mercy, Jesus!” He struggled
faintly across the chamber, bleeding from a dozen wounds, in every
one of which sat death. The murderers hacked at him as he
staggered, and wildly yet feebly fought. All paused for a moment,
when he had reached the extreme end of the room, where he again
attempted to raise his sword; but in the act he rolled over, stone
dead, at the foot of the bed of Henri III.
At that moment the tapestry was raised, and the king, whispering “Is
it done?” approached the body, moodily remarking as he gazed upon
it, “He looks greater than he did when living.” Upon the person of the
duke was found a manuscript memorandum, in these words:—“To
maintain a war in France, I should require 700,000 livres per month.”
This memorandum served in the king’s mind as a justification of the
murder just committed by his orders. The body was then
unceremoniously rolled up in the Turkey carpet on which it had
fallen, was covered with quick lime, and flung into the Loire. Some
maimed rites were previously performed over it by Dourgin the royal
chaplain, who could not mutter the De Profundis without a running
and terrified commentary of “Christ!—the awful sight!” Guise’s
second cardinal-brother and the Archbishop of Lyons were murdered
on the following day; but the lesser victims were forgotten in the fate
which had fallen upon the more illustrious, yet certainly more guilty
personages.
The widow of Guise, soon after the dread event, gave birth to a son,
subsequently the Chevalier Louis de Guise. “The boy,” said the
bereaved lady, “came into the world with his hands clasped, as if
praying for vengeance on the assassins of his father.” Every male
member of the family whom the king could reach was now subjected
to arrest. The young heir of Balafré, Charles, now fourth Duke of
Guise, was now placed in close restriction in the Castle of Tours,
where, sleeping or waking, four living eyes unceasingly watched him
—voire même allant â la garderobe—but which eyes he managed to
elude nevertheless.
In the meantime Rome excommunicated the murderer of her
champion. Paris put on mourning; officials were placed in the street
to strip and scourge even ladies who ventured to appear without
some sign of sorrow. Wax effigies of the king were brought into the
churches, and frantically stabbed by the priests at the altar. The
priests then solemnly paraded the streets, chanting as they went,
“May God extinguish the Valois!”
The whole city broke into insurrection, and the brother of Guise, the
Duke de Mayenne, placed himself at the head of the “league,” whose
object was the deposing of the king, and the transferring of the
crown to a child of Lorraine. In the contest which ensued, Valois and
Navarre united against the Guisards, and carried victory with them
wherever they raised their banners. The exultation of Henri III. was
only mitigated by the repeated Papal summonses received by him to
repair to Rome, and there answer for his crime.
Henri of Navarre induced him to rather think of gaining Paris than of
mollifying the Pope; and he was so occupied when the double
vengeance of the church and the house of Guise overtook him in the
very moment of victory.
The Duchess de Montpensier, sister of the slaughtered duke, had
made no secret of her intentions to have public revenge for the deed
privately committed, whereby she had lost a brother. There was
precaution enough taken that she should not approach the royal
army or the king’s quarters; but a woman and a priest rendered all
precautions futile. The somewhat gay duchess was on unusually
intimate terms with a young monk, named Jacques Clement. This
good Brother was a fanatic zealot for his church, and a rather too
ardent admirer of the duchess, who turned both sentiments to her
own especial purpose. She whispered in his ears a promise, to
secure the fulfilment of which, he received with furious haste, the
knife which was placed in his hands by the handsomest woman in
France. It is said that knife is still preserved, a precious treasure, at
Rome.
However this may be, on the 1st of August, 1589, the young Brother,
with a weapon hid in the folds of his monkish gaberdine, and with a
letter in his hand, sought and obtained access to the king. He went
straightforward to his butcher’s work, and had scarcely passed
beneath the roof of the royal tent before he had buried the steel deep
in the monarch’s bosom. He turned to fly with hot haste to the lady
from whom he had received his commission; but a dozen swords
and pikes thrust life out of him ere he had made three steps in the
direction of his promised recompence.
She who had engaged herself to pay for the crime cared for neither
victim. She screamed indeed, but it was with a hysteric joy that
threatened to slay her, and which was only allayed by the thought
that the last King of the Valois race did not know that he had died by
a dagger directed by a sister of Guise.
In testimony of her exultation she distributed green scarfs, the color
of Lorraine, to the people of Paris. She brought up from the
provinces the mother of Clement, to whom was accorded the
distinction of a triumphal entry. Priests and people worshipped the
mother of the assassin as she passed wonderingly on her way; and
they blasphemously saluted her with the chanted words, “Blessed be
the womb that bare him, and the paps that gave him suck.” She was
led to the seat of honor at the table of Guise, and Rome sheltered
the infamy of the assassin, and revealed its own, by pronouncing his
work to be a god-like act. By authority of the Vatican, medals were
struck in memory and honor of the dead; but the Huguenots who
read thereon the murderer’s profession and name—Frère Jacques
Clement—ingeniously discovered therein the anagrammatic
interpretation “C’est l’enfer qui m’a crée”—“It is hell that created me.”
The last Valois, with his last breath, had named the Protestant Henri
of Navarre as his legal successor to the throne; but between Henri
and his inheritance there stood Rome and the Guise faction. Then
ensued the successive wars of the League, during which the heavy
Mayenne suffered successive defeats at the hands of Henri of the
snowy plume. While the contest was raging, the people trusted to the
pulpits for their intelligence from the scene of action. From those
pulpits was daily uttered more mendacity in one hour than finds
expression in all the horse-fairs of the United Kingdom in a year.
When famine decimated those who lived within the walls, the people
were reduced to live upon a paste made from human bones, and
which they called “Madame de Montpensier’s cake.”
Henri of Navarre, their deliverer, did not arrive before the gates of
Paris without trouble. In 1521, Charles of Guise, the young Duke,
had escaped most gallantly, in open day, from the Castle of Tours, by
sliding from the ramparts, down a rope, which simply blistered his
hands and made a rent in his hose. He was speedily accoutred and
in the field, with Spain in his rear to help him. Now, he was making a
dash at Henri’s person; and, anon, leaping from his camp-bed to
escape him. At other times he was idle, while his uncle Mayenne
pursued the cherished object of their house—that crown which was
receding from them more swiftly than ever. For the alert Bourbon, the
slow and hard-drinking Mayenne was no match. The latter thought
once to catch the former in his lady’s bower, but the wakeful lover
was gayly galloping back to his quarters before the trumpets of
Mayenne had sounded to “boot and saddle.” “Mayenne,” said the
Pope, “sits longer at table than Henri lies in bed.”
The gates of Paris were open to Henri on the 21st of March, 1591.
Old Cardinal Pellevi died of disgust and indignation, on hearing of
the fact. The Duchess of Montpensier, after tearing her hair, and
threatening to swoon, prudently concluded, with Henry IV., not only
her own peace, but that of her family. The chief members of the
house of Guise were admitted into places of great trust, to the injury
of more deserving individuals. The young Duke de Guise affected a
superabundant loyalty. In return, the King not only gave him the
government of several chief towns, but out of compliment to him
forbade the exercise of Protestant worship within the limits of the
Duke’s government! Such conduct was natural to a King, who to
secure his throne had abandoned his faith; who lightly said that he
had no cannon so powerful as the canon of the mass, and who was
destitute of most virtues save courage and good-nature. The latter
was abused by those on whom it was lavished; and the various
assaults upon his life were supposed to be directed by those very
Guises, on whom he had showered places, pensions, and pardons,
which they were constantly needing and continually deriding.
The young Duke of Guise enjoyed, among other appointments, that
of Governor of Marseilles. He was light-hearted, selfish, vain, and
cruel. He hanged his own old partisans in the city, as enemies to the
king; and he made his name for ever infamous by the seduction of
the beautiful and noble orphan-girl, Marcelle de Castellane, whom he
afterward basely abandoned, and left to die of hunger. He sent her a
few broad pieces by the hands of a lacquey; but the tardy charity
was spurned, and the poor victim died. He had little time to think of

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