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••
Contents VII
Creating an Ethical Cu lture 55

What Common Errors Are Comm itted in the Decision-
Creating a Learn ing Cu lture 55
Making Process? 97
Knowing: Getting Ready for Exams and Quizzes
Chapter Summary by Learning Outcome 56 • Discussion WHAT ARE THE 3 APPROACHES MANAGERS CAN
Questions 56 USE TO MAKE DECISIONS? 99
Applying: Getting Ready for the Workplace Rational Model 99
Management Skill Builder I Understanding Culture 57 • Expe-
Bounded Rationality 100
riential Exercise 58 • Case Application #1- Bad Ride. Bumpy
Classic Concepts in Today's Workplace 101
Ride. 59 • Case Application #2- Not Sold Out 60 • Case
Application #3 Extreme Openness 61 • Endnotes 62 Intuition and Managerial Decision Making 101
Managing Technology in Today's Workplace I Making Better
Chapter 3 Important Managerial Issues 64 Decisions With Technology 102
What Is Globalization and How Does It Affect
What Types of Decisions and Decision-Making Conditions
Organizations? 67
Do Managers Face? 103
What Does It Mean to Be "G lobal"? 68
How Do Problems Differ? 103
How Do Organ izations Go Global? 68
How Does a Manager Make Programmed
WHAT ARE THE DIFFERENTTYPES OF GLOBAL Decisions? 103
ORGANIZATIONS? 70 How Do Nonprogrammed Decisions Differ from
Programmed Decisions? 104
What Do Managers Need to Know about Managing in a How Are Problems, Types of Decisions, and Organizationa l
Global Organization? 71 Level Integrated? 105
Classic Concepts in Today's Workplace 72 What Decision-Making Conditions Do Managers Face? 106
What Does Society Expect from Organizations How Do Groups Make Decisions? 106
and Managers? 74 What Are the Advantages and Disadvantages
How Can Organizations Demonstrat e Socially Responsible of Group Decision Making? 107
Actions? 74 When Are Groups Most Effective? 107
Should Organizations Be Socially Involved? 75 Making Ethical Decisions in Today's Workplace 108
What Is Sustainability and Why Is It Important? 76 How Can You Improve Group Decision Making? 108
Making Ethical Decisions in Today's Workplace 77 What Contemporary Decision-Making Issues
What Factors Determine Ethical and Unethical Do Managers Face? 109
Behavior? 77 How Does National Culture Affect Managers' Decision
In What Ways Can Ethics Be Viewed? 78 Making? 109
How Can Managers Encourage Ethical Behavior? 78 Why Are Creativ ity and Design Thinking Important
Managing Technology in Today's Workplace I The Ethics in Decision Making? 110
of Data Analytics 79 How is big data changing the way managers make
Knowing: Getting Ready for Exams and Quizzes decisions? 112
Chapter Summary by Learning Outcome 82 • Discussion Knowing: Getting Ready for Exams and Quizzes
Questions 82 Chapter Summary by Learn ing Outcome 114 • Discussion
Applying: Getting Ready for the Workplace Questions 115
Management Skill Builder I Building High Ethical Standards 83 Applying: Getting Ready for the Workplace
• Experiential Exercise 84 • Case Application #1- Global I
Management Skill Builder Being A Creative Decision Maker 115
Control 85 • Case Application #2- Serious about • Experiential Exercise 116 • Case Application #1- Big
Sustainabil ity? 86 • Case Application #3 Flagrant Foul 87 Brown Numbers 117 • Case Application #2- The Business of
• Endnotes 88 Baseball 118 • Case Application #3--Slicing the Line 119
• Endnotes 120
Part 2 Planning
Quantitative Module: Quantitative Decision-
Chapter 4 Making Decisions 90 Making Tools 122
How do Managers Make Decisions? 93
Payoff Matrices 122
What Defines a Decision Problem? 93
Decision Trees 123
What is Relevant in the Decision-Making Process? 94
Break-Even Analysis 124
How Does the Decision Maker Weight the Criteria and
Analyze Alternatives? 94 Linear Programming 125
What Determines the Best Choice? 96 OueuingTheory 127
What Happens in Decision Implementation? 96 Economic Order Quantity Model 127
What is the Last Step in the Decision Process? 97 Endnotes 129
•••
VIII Contents
Chapter 5 Planning and Goal Setting 130 How Do Managers Manage Resistance
What Is Planning and Why Do Managers Need to to Change? 172
Plan? 133 Why Do People Resist Organ izational Change? 173
Why Should Managers Formally Plan? 133 What Are Some Techniques for Reducing Resistance to
What Are Some Criticisms of Formal Planning and How Organizational Change? 173
Shou ld Managers Respond? 134
WHAT REACTION DO EMPLOYEES HAVE
Does Forma l Planning Improve Organizational
TO ORGANIZATIONAL CHANGE? 174
Performance? 135
What Is Stress? 174
What Do Managers Need to Know about Strategic
Management? 135 What Causes Stress? 175
What Is Strategic Management? 136
How Can Managers Enco urage Innovation
Why Is Strategic Management Important? 136
in an Organization? 178
What Are the Steps in the Strategic Management Pro-
How Are Creativity and Innovation Related? 179
cess? 137
What's Involved in Innovation? 179
WHAT STRATEGIES DO MANAGERS USE? 139 Managing Technology in Today's Workplace I Helping
Innovation Flourish 180
Corporate Strategy 139
How Can a Manager Foster Innovation? 180
Competitive Strategy 140
How Does Design Thinking Influence Innovation? 182
Functional Strategy 140
What Is Disruptive Innovation and Why Is Managing it
What Strategic Weapons Do Managers Have? 141 So Important? 183
Making Ethical Decisions in Today's Workplace 143 Making Ethical Decisions in Today's Workplace 183
How Do Managers Set Goals and Develop Plans? 144 What Is Disruptive Innovation? 183
What Types of Goals Do Organizations Have and How Do Why Is Disruptive Innovation Important? 184
They Set Those Goals? 144 What Are the Implications of Disruptive Innovation? 184
Classic Concepts in Today's Workplace 146 Knowing: Getting Ready for Exams and Quizzes
What Types of Plans Do Managers Use and How Do They Chapter Summary by Learning Outcome 186 • Discussion
Develop Those Plans? 147 Questions 186
What Contemporary Planning Issues Do Managers Applying: Getting Ready for the Workplace 187
Face? 150 Experiential Exercise 188 • Case Application #7-
How Can Managers Plan Effectively in Dynamic Defeating the System 189 • Case Application #2- The
Environments and in Crisis Situations? 151 Next Big Thing 190 • Case Application #3 Time to
How Can Managers Use Environmental Scanning? 152 Change? 191 • Endnotes 192
Managing Technology in Today's Workplace I Using
Social Media for Environmental Scanning 152 Chapter 7 Managing Entrepreneurial
Knowing: Getting Ready for Exams and Quizzes Ventures 194
Chapter Summary by Learning Outcome 154 • Discussion What Is the Context of Entrepreneurship and
Questions 154
Why Is It Important 197
Applying: Getting Ready for the Workplace
What Is Entrepreneursh ip? 197
I
Management Skill Builder Being A Good Goal
Is Entrepreneurship Different from Self-Employment? 198
Setter 155 • Experiential Exercise 156 • Case
Application #7- Fast Fashion 157 • Case Application #2-
Mapping a New Direction 158 • Case Application #3- Who's Starting Entrepreneurial Ventures? 199
Using Tech to Sel l Pizza 159 • Endnotes 161 Why Is Entrepreneurship Important? 200
What Do Entrepreneurs Do? 201
Chapter 6 Managing Change and
Innovation 164 WHAT HAPPENS IN THE ENTREPRENEURIAL
PROCESS? 202
What Is Change and How Do Managers
Exploring the Entrepreneurial Context 202
Deal with It? 167
Identifying Opportunities and Possible Competitive
Why Do Organizations Need to Change? 168
Advantages 202
Who Initiates Organizational Change? 169
Starting the Venture 203
How Does Organizational Change Happen? 169
Managing the Venture HOW? 203
•
Contents IX
What Social Responsibi lity and Ethics Issues Face

Entrepreneurs? 204 5 How Do Centra lization and Decentralization
Differ? 239
What's Involved in Planning NewVentures? 205
6 What Is Forma lization? 239
What Initial Efforts Must Entrepreneurs Make? 205
How Should Entrepreneurs Research the Venture's
WHAT CONTINGENCY VARIABLES AFFECT
Feasibil ity? 206
STRUCTURAL CHOICE? 240
What Planning Do Entrepreneurs Need to Do? 209
Mechanistic or Organic 241
What Additional Planning Considerations Do Entrepreneurs
Need to Address? 210 Strategy ), Structure 241
What's Involved in Organizing an Entrepreneurial Size ), Structure 242
Venture? 212 Technology ), Structure 242
What Are the Legal Forms of Organization Environment ), Structure 242
for Entrepreneurial Ventures? 212
What Type of Organizationa l Structure Should Classic Concepts in Today's Workplace 243
Entrepreneurial Ventures Use? 212 What Are Some Common Organizational Designs? 244
What Human Resource Management Issues Do What Traditiona l Organizational Designs Can Managers
Entrepreneurs Face? 214 Use? 244
Managing Technology in Today's Workplace I Startup What Contemporary Organizationa l Designs Can Managers
Ideas: Cashing in on Technology 214 Use? 245
What's Involved in Leading an Entrepreneurial What Are Today's Organizational Design
Venture? 215 Challenges? 249
What Type of Personality Characteristics Do Entrepreneurs How Do You Keep Employees Connected? 249
Have? 2 15
How Do Globa l Differences Affect Organizational
How Can Entrepreneurs Motivate
Structu re? 249
Employees? 216
Making Ethical Decisions in Today's Workplace 249
How Can Entrepreneurs Be Leaders? 217
How Do You Build a Learning Organization? 250
How Can Managers Design Efficient and Effective Flexible
What's Involved in Controlling an Entrepreneurial Work Arrangements? 251
Venture? 218
Managing Technology in Today's Workplace I The
How Is Growth Managed? 218
Changing World of Work 253
How Are Downturns Managed? 218
What's Involved w ith Exiting the Venture? 219
Chapter Summary by Learn ing Outcome 255 • Discussion
Why Is It Important to Think about Managing Personal Questions 255
Challenges as an Entrepreneur? 219
Management Skill Builder I Increasing Your Power 256
Chapter Summary by Learning Outcome 221 • Discussion
• Experiential Exercise 257 • Case Application #7-
Questions 222
Turbu lence at United Ai r 258 • Case Application #2-
Applying: Getting Ready for the Workplace Lift Off 259 • Case Application #3- A New Kind of
Management Skill Builder I Developing Grit 222 • Experiential Structure 260 • Endnotes 261
Exercise 223 • Case Application #1 - A Restaurant That Does
More Than Just Feed Customers 224 • Case Application #2-
The X Factor 225 • Case Application #3-
Chapter 9 Managing Human Resources
Eyeing the Future 226 • Endnotes 227 and Diversity 264
What Is the Human Resource Management Process
and What Influences It? 267
Part 3 Organizing What Is the Lega l Environment of HRM? 268
Chapter 8 Organizational Structure Classic Concepts in Today's Workplace 270
and Design 228 How Do Managers Identify and Select Competent
What Are the Six Key Elements in Organizational Employees? 271
Design? 231 Making Ethical Decisions in Today's Workplace 271
1 What Is Work Specialization? 231 1 What Is Employment Plann ing? 271
2 What Is Departmenta lization? 232 2A How Do Organizations Recruit Employees? 273
3 What Are Authority and Responsibility? 234 28 How Does a Manager Handle Layoffs? 274
4 What Is Span of Control? 238 3 How Do Managers Select Job Applicants? 274
x Contents
How Are Employees Provided with Needed Skills and Chapter 10 Managing Work Groups and Work
Knowledge? 278 Teams 310
How Are New Hires Introduced to the Organization? 278 What Is a Group and What Stages of Development Do
Managing Technology in Today's Workplace I Social Groups Go Through? 313
and Digital HR 279 What Is a Group? 313
What Is Employee Train ing? 279 What Are the Stages of Group Development? 313
KEEPING GREAT PEOPLE: TWO WAYS
ORGANIZATIONS DO THIS 282
5 MAJOR CONCEPTS OF GROUP BEHAVIOR 316
Performance Management System 282
1 Roles 316
Compensating Employees: Pay and Benefits 284
2a Norms 316
What Contemporary HRM Issues Face Managers? 287 2b Conformity 317
How Can Managers Manage Downsizing? 287
3 Status Systems 317
What Is Sexual Harassment? 288 4 Group Size 318
How Are Organizations and Managers Adapting
5 Group Cohesiveness 318
to a Changing Workforce? 289
How Can Workforce Diversity and Inclusion
Be Managed? 291 How Are Groups Turned into Effective Teams? 321
What Is Workforce Diversity? 291 Are Work Groups andWorkTeams the Same? 321
What Types of Diversity Are Found in Workplaces? 292 What Are the Different Types of Work Teams? 322
How Does Workforce Diversity and Inclusion Affect What Makes a Team Effective? 323
HRM? 294 Managing Technology in Today's Workplace I Keeping
What about Inclusion? 295 Connected: IT And Teams 323
Knowing: Getting Ready for Exams and Quizzes How Can a Manager Shape Team Behavior? 327
Chapter Summary by Learning Outcome 296 • Discussion What Current Issues Do Managers Face
Questions 297 in ManagingTeams? 328
Applying: Getting Ready for the Workplace What's Involved w ith Managing Global Teams? 328
Management Skill Builder I Providing Good Feedback 297 When Are Teams Not the Answer? 330
• Experiential Exercise 298 • Case Application #1- Race Knowing: Getting Ready for Exams and Quizzes
Relations 299 • Case Application #2- Resume Chapter Summary by Learning Outcome 331 • Discussion
Regrets 300 • Case Application #3---Spotting Questions 331
Talent 301 • Endnotes 302
Management Skill Builder I Developing Your Coaching
Professionalism Module: Professionalism and Skills 332 • Experiential Exercise 333 • Case
Employability 305 Application #1- Rx: Teamwork 334 • Case Application #2-
Building Better Software Build Teams 335 • Case
What is Professionalism? 305 Application #3 Employees Managing Themselves- Good Idea or
How Can I Show My Professionalism? 306 Not? 336 • Endnotes 337
How Can I Have a Successful Career? 307

Assess Your Personal Strengths and Weaknesses 307
Identify Market Opportunities 307
Part 4 Leading
Take Responsibility for Managing Your Own Career 308 Chapter 11 Understanding Individual
Develop Your Interpersona l Skil ls 308 Behavior 340
Practice Makes Perfect 308 What Are the Focus and Goals of Organizational
Stay Up to Date 308 Behavior? 343
Network 308 What ls the Focus of OB? 343
Stay Visible 308 What Are the Goa ls of Organizational Behavior? 344
Seek a Mentor 308 What Role Do Attitudes Play in Job Performance? 345
Leverage Your Competitive Advantage 309 What Are the Three Components of an Attitude? 345
Don't Shun Risks 309 What Attitudes Might Employees Hold? 345
It's OK to Change Jobs 309 Do Individuals' Attitudes and Behaviors Need to Be
Opportun ities, Preparation, and Luck = Success 309 Consistent? 346
Endnotes 309 What Is Cognitive Dissonance Theory? 346
•
Contents XI
Making Ethical Decisions in Today's Workplace 347 How Does Job Design Influence Motivation? 385
How Can an Understanding of Attitudes Help Managers Be Classic Concepts in Today's Workplace 386
More Effective? 348 What Is Equity Theory? 388
What Do Managers Need to Know About Personality? 348 How Does Expectancy Theory Explain Motivation? 389
How Can We Best Describe Persona lity? 349 How Can We Integrate Contemporary Motivation
Managing Technology in Today's Workplace I Increased Theories? 390
Reliance on Emotional Intelligence 351 What Current Motivation Issues Do Managers
Can Personality Traits Predict Practical Work-Related Face? 392
Behaviors? 351 How Can Managers Motivate Employees When the
How Do We Match Personalities and Jobs? 353 Economy Stinks? 392
Do Personality Attributes Differ Across Cu ltures? 354 How Does Country Culture Affect Motivation Efforts? 392
How Can an Understanding of Persona lity Help Managers How Can Managers Motivate Unique Groups of
Be More Effective? 354 Workers? 393
What Is Perception and What Influences It? 355 Making Ethical Decisions on Today's Workplace 394
What Influences Perception? 355 How Can Managers Design Appropriate Rewards
How Do Managers Judge Employees? 356 Programs? 395
How Can an Understanding of Perception Help Managers Managing Technology in Today's Workplace I Individualized
Be More Effective? 358 Rewards 396
HOW DO LEARNING THEORIES EXPLAIN Chapter Summary by Learn ing Outcome 398 • Discussion
BEHAVIOR? 359 Questions 399
Operant conditioning 359 Applying : Getting Ready for the Workplace

Social learning theory 360 Management Skill Builder I Being a Good Motivator 399
• Experiential Exercise 400 • Case Application #1-0ne
Shaping Behavior 360
for the Money... 401 • Case Application #2- Unlimited
Classic Concepts in Today's Workplace 362 Vacation Time? Real ly? 402 • Case Application #3-
Passionate Pursuits 403 • Endnotes 404
What Contemporary OB Issues Face Managers? 362
How Do Generational Differences Affect Chapter 13 Leadership and Trust 408
the Workplace? 362
Who Are Leaders, and What Is Leadership? 411
How Do Managers Deal with Negative Behavior in the
Workplace? 364
WHAT DO EARLY LEADERSHIP THEORIES TELL
US ABOUT LEADERSHIP? 412
Questions 367
THE LEADER What Traits Do Leaders Have? 412
THE BEHAVIORS What Behaviors Do Leaders Exhibit? 414
Management Skill Builder I Understanding Employee
Emotions 367 • Experientia l Exercise 369 • Case University of Iowa 414
Application #7- Getting All Emotional at Google 369 • Case Ohio State 414
Application #2 - Putting Customers Second 370 • Case University of Michigan 414
Application #3-Adobe's Advantage 371 • Endnotes 372 Managerial Grid 414
Chapter 12 Motivating and Rewarding What Do the Contingency Theories of Leadership

Employees 376 Tell Us? 415
What Is Motivation? 379 What Was the First Comprehensive Contingency Model? 415
How Do Followers' Wil lingness and Ability Influence
4 EARLY THEORIES OF MOTIVATION (1950s & Leaders? 416
1960s) 380 How Participative Shou ld a Leader Be? 418
1 Maslow's Hierarchy of Needs Theory 380 How Do Leaders Help Followers? 419
2 McGregor's Theory X and Theory Y 381 What Is Leadership Like Today? 420
3 Herzberg's Two-Factor Theory 381 What Do the Four Contemporary Views of Leadership
4 McClelland's Three-Needs Theory 383 Tel l Us? 421
How Do the ContemporaryTheories Explain What Issues Do Today's Leaders Face? 424
Motivation? 384 Managing Technology in Today's Workplace I Virtual
What Is Goal-Setting Theory? 384 Leadership 425
••
XII Contents
Why ls Trust the Essence of Leadership? 427 Applying: Getting Ready for the Workplace
A Fina l Thought Regarding Leadership 429 Management Skill Builder I Being A Good Listener 463
Knowing: Getting Ready for Exams and Quizzes • Experiential Exercise 464 • Case Application #1-
#Ath letesusingTwitter 464 • Case Application #2- Banning
Questions 431 E-Mail. Banning Voice Mail. 465 • Case Application #3-
Anytime Feedback 466 • Endnotes 467
I
Management Skill Builder Being A Good Leader 431
• Experiential Exercise 432 • Case Application #1 -
Part 5 Controlling
" Success Theater" at General Electric 433 • Case Application
#2- Developing Gen Y Leaders 434 • Case Application
Chapter 15 Controlling Work and Organizational
#3 Investing in Leadership 435 • Endnotes 436
Processes 4 70
What Is Control and Why Is It Important? 473
What Is Control? 473
Chapter 14 Managing Organizational and Why Is Control Important? 473
Interpersonal Communication 440
WhatTakes Place as Managers Control? 475
How Do Managers Communicate Effectively? 443
1 What Is Measuring? 475
How Does the Communication Process Work? 443
Are Written Commun ications More Effective Than Verbal
Ones? 445
2 How Do Managers Compare Actual Performance
Is the Grapevine an Effective Way to Communicate? 445
to Planned Goals? 478
How Do Nonverbal Cues Affect Communication? 445
3What Manageria l Action Can Be Taken? 479
What Should Managers Control? 480
What Barriers Keep Commun ication from Being
When Does Control Take Place? 480
Effective? 446
How Can Managers Overcome Commun ication
Barriers? 449 KEEPING TRACK: WHAT GETS CONTROLLED? 482
Keeping Track of an Organization's Finances 482
TECHNOLOGY AND MANAGERIAL Keeping Track of Organization's Information 483
COMMUNICATION 451 Keeping Track of Employee Performance 484
Networked Communication 451 Keeping Track Using a Balanced Scorecard Approach 485
Mobile Communication 452
What Contemporary Control Issues Do Managers
Managing Technology in Today's Workplace I Office of Confront? 486
Tomorrow 454 Do Controls Need to Be Adjusted for Cultural
What Communication Issues Do Managers Face Differences? 486
Today? 455 Managing Technology in Today's Workplace I Monitoring
How Do We Manage Communication in an Internet Employees 487
World? 455 What Challenges Do Managers Face in Controll ing the
How Does Knowledge Management Affect Workplace? 487
Commun ication? 457 Knowing: Getting Ready for Exams and Quizzes
What Role Does Communication Play in Customer Chapter Summary by Learning Outcome 492 • Discussion
Service? 458 Questions 492
How Can We Get Employee Input and Why Should Applying: Getting Ready for the Workplace
We? 458 Management Skill Builder I Disciplin ing Difficu lt Employees 493
Making Ethical Decisions in Today's Workplace 459 • Experiential Exercise 494 • Case Application #1 -
How Do We Have Civil Conversations in the Hea lthyFast Food? 495 • Case Application #2- lf You Can't
Workplace? 459 Say Something Nice, Don't Say Anyth ing at All 496 • Case
Application #3-Goals and Controls 496 • Endnotes 498
How Does Workplace Design Affect
Commun ication? 460
Why Should Managers Be Concerned w ith
Operations Module: Managing Operations 500
Commun icating Ethical ly? 461
Knowing: Getting Ready for Exams and Quizzes What Do I Need to Know About Operations
Chapter Summary by Learning Outcome 462 • Discussion Management? 500
Questions 462 What Is Operations Management? 500
•••
Contents XI 11
1 How Do Service and Manufacturing Firms Differ? 501 What Are the Obstacles to Va lue Chain Manage-
2 How Do Businesses Improve Productivity? 501 ment? 508
3 What Role Does Operations Management Play in a What Contemporary Issues Do Managers Face in
Company's Strategy? 503 Managing Operations? 509
What Is Value Chain Management and Why Is It 1 What Role Does Technology Play in Operations
Important? 503 Management? 510
What Is Value Chain Management? 504 2 How Do Managers Control Quality? 510
What Are the Goa ls of Va lue Chain Management? 504 3 How Are Projects Managed? 513
How Does Va lue Chain Management Benefit Fina l Thoughts on Managing Operations 517
Businesses? 505 Endnotes 517
How Is Value Chain Management Done? 505
What Are the Requ irements for Successful Value Chain Glossary 519
Management? 505 Index 526
This Eleventh Edition of Fundamentals of Management with MyLab Management covers
the essentials of management in a way that provides a sound foundation for understanding
the practical issues facing managers and organizations. The focus on knowing and apply-
ing the theories of management remains, while now also highlighting opportunities to de-
velop employability skills. Fundamentals of Management with MyLab 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 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. From Mini Sims to Personal Inventory Assessments, MyLab Management helps
you teach your course your way. 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.
•
XIV
Preface xv
• Case Applications. 58 percent new.

• New Management in the News in Mywb Management. News articles are posted regularly,
along with discussion questions that help students to understand management issues in cur-
rent events.
• New Capstone Mini Sims in MyLab Management help students master overarching course
concepts like leadership, planning, motivation, and diversity. By combining key themes
from multiple chapters into unique scenarios, students are able to better understand how
management concepts are related to one another. Four new Capstone Mini Sims are in-
cluded with this edition.
SolvingTeaching and Learning Challenges

Many students who take a principles of management course have difficulty understanding
why they are taking the course in the frrst 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.
Globalization
is a trend that's
come and
gone!
Homework: Chapter 1: Bust This Myth : Only future managers snow,o,rc,1e~proorem
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XVI Preface
The Think Like a Manager video series

in My"Lab Management shows students
difficult business scenarios and asks
them to respond through multiple choice
question assignable activities.
Homework: Think Like A Manager: Group Dynamics and Dev Stlowcornp1e1ec
Score: 0 of 1 pl 1 or 5 (0 complete) ~ ~ HW Score: 0% 0 or 5 pls
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Apply Concepts to the Real World

The NEW Chapter 7, Managing Entrepreneurial Ventures, reflects the recent growth in entre-
preneurial ventures, helping students to understand trends happening in the real world.
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Preface XVII
CVS Health Corporation announced in early 2018 that it wou ld 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 cha in 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 real istic 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 aff cLde_cision._makina? Lo this._
specific story, what potential ethical consideration
by CVS to stop altering beauty images and start usi1
..,. I ~ IO
® Mentoring Moment: Re-Familiarize Yourself with

the Three Motivation Theories
ReVle'tJ the cheor e:, .of goal set~lng. expectancy and equity. ~Vha{ ;,1 e their ~Irr llar ltle~ and
d frerences? Consider Sean's comrrent5 about-tie proolern~ of he sales team Ir the
Northeast Region \Vea..,ng unprofessional attire, lack of good customer service, lack of
understanding the commission system, high r.ate Ol absenteeism and turnover. \'lhich of
Mini Sims put students in profession- thc1se three theo11es 1vould oest address solving the~e problems wltJ che sales team!
al roles and give them the opportunity
to apply course concepts and develop
decision-making skills through real-world
business challenges. At the end of the
simulation, the student will receive imme-
diate feedback based on the answers they
gave. These simulations reinforce chapter
concepts and students' comprehension of
those concepts.
NEW! Capstone Mini Sims help students
master overarching course concepts like
leadership, planning, motivation, and di-
versity. By combining key themes from
multiple chapters into unique scenarios,
Click Next to continue,
students are able to better understand how
management concepts are related to one
another. ...
•
Prev ous NelCt
(Try It Mini Sim in MyLab Management for Chapter 12, Motivating

and Rewarding Employees)
•••
XVIII Pr eface
Three End-of-Chapter Application Cases

CASE APPLICATION # per chapter feature real companies.
These cases cover situations involving
Goals and Controls managers, management, and organiza-
Topic: Role of goals in controlling, control process, efficiency and effectiveness tions. To help students apply manage-
esla. Elon Musk. You've probably heard of both. Tesla could be "better, quicker, and more fun to drive than gasoline
ment concepts to the real world, the
was founded in 2003 by a group of engineers who cars."60 Musk was not part of that original group but led the cases ask students to assess a situation
wanted to prove that buyers didn't need to compromise company's Series A investment (the name typically given to a and answer questions about ''how''
looks and performance to drive electric-that electric cars company's first round of venture capital financing) and joined
Tesla's board of directors as chairman. He soon took an active are nothing new in the auton1otive industry, Tesla is fight- and ''why'' and ''what would you do?''
role in the company and oversaw the design of Tesla's first ing to make a name for itself and production mishaps like These Case Applications cover a variety
car, the Roadster, which was launched in 2008. Next came the this don't help that situation at all. One industry expert says
of companies, including Uber, Warby
Model S, introduced in 2012 as the world's first premium all- that although Tesla may be a "pioneer in technology and a
electric sedan. The next product line expansion was the Model trailblazer in the electric vehicle market," those strategic ca- Parker, N etflix, General Electric, Tesla,
X in 2015, a sport utility vehicle, which achieved a 5-star safety pabilities and core competencies don't necessarily translate and more.
rating from the National Highway Safety Administration. Toe to knowledge of the manufacturing process. 67 Scaling up
Model 3 was introduced in 2016 and production began in production bas its own unique set of challenges, as Tesla and (Case Application for Chapter 15.
2017. From the beginning, Musk has maintained that Tesla's Musk are discovering. In addition to the production challenges, Tesla)
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
new. Each one is a hands-on activity 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
characteristic. In developing your exercise, focus on helping a group improve that particular characteristic. Be creative! Write a group report
which students typically collaborate with describing your exercises, being sure to explain how your exercises will help a group improve or develop that characteristic. Be prepared to
other students to complete a task. 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.
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?
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 Ethica l 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
[Employability Skills Matrix from Case

Application 3
./ ./
Chapter 1]
•
Preface XIX
Boxed Features Highlight Opportunities to Develop Key Employability Skills.
~~~Classic Concepts in Today's Workplace ~ ~ ~

value relationships and show sensitivity and concern for
Hofstede 's 5 Dimensions the welfare of others.
of National Culture • Uncertainty avoidance. This dimension assesses the
degree to which people in a country prefer structured
An illum inating study of the differences in cultural environ-
over unstructured situations and whether people are w ill-
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 w ay present and emphasizes respect for
which people in a country accept tradition and fulfil ling social obligations.
that power in institutions and orga- to UNDERSTAND The following table shows a few
nizations is distribut ed unequally.
It ranges from relatively equal (low
CULTURAL highlig
tural d Making Ethical Decisions in
power distance) to extremely un- DIFFERENCES! countr;
equal (h igh power distance). Today's Workplace
Walt Disney Company. Star Wars. Two powerful forces combined.

Classic Concepts in Today's Workplace But is that force for good or for not-so-good?30 It's not surprising
help students to understand a classic that the popularity of the Star Wars franchise has given Walt Disney
management concept. Hofstede's five 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
dimensions of national culture, are still
them ...through Disney. With the latest release, movie theaters had to
beneficial to managers in today's work-
agree to "top-secret" terms that many theater owners said were the
places.
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?
Making Ethical Decisions in Today's Workplace presents
students with an ethical dilemma and encourages them Discussion Questions:
to practice their skills in ethical decision making and 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
critical decision making.
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
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
Managing Technology in
worker productivity, it could, and has been, a source of concern over your boss keep you from engaging in riding a motorcycle, skydiving, Today's Workplace describes
worker privacy. These advantages bring with them difficult ques- smoking, drinking alcohol, or eating junk food? Again, the answers how managers are using
tions regarding what managers have the right to know about em- may surprise you. Today many organizations, in their quest to control technology to monitor employee
ployees and how far they can go in controlling employee behavior, safety and health insurance costs, are delving into their employees' performance, looking at ways
both on and off the job. Consider the following: private lives.
to have a more efficient and
• The mayor of Colorado Springs, Colorado, reads the e-mail mes- Althoug h controlling employees' behaviors on and off the
job may appear unjust or unfair, nothing in our legal system
effective workplace.
sages that city council members send to each other from their
homes. He defended his actions by saying he was making sure prevents employers from engaging in these practices. Rather,
that e-mai ls 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 ru les, they have the option of quitting. Managers, too, typically
to be conducted publicly.
rlP.f P.nrl thP.ir ;ir.tions in tP.rms of P.ns1Jrina 011r1litv nrorlIJr.tivitv
xx Pre f ace
INTRODUCTION SURVEY RE;$ULTS
PAGES 1
Emotional Intelligence Score: 75 Your Resu lts

Personal Inventory Assessments is a
collection of online exercises designed
to promote self-reflection and engage-
ment in students, helping them better un- ----~--~--~~~.~~~!
LON '"'10tbi.a lntttll.- nc-4.' a.,!ow 51 ,,.
derstand management concepts. These •
En,ocional 1nteflfgence Is the ab111ty co <1iagno5e. un<lerstand,
assessments help develop professional- and managt- emottonal c~ Rest!Mehers have tdent1 led tour
ism and awareness of oneself and others, I Wy 111·e.u of thlS cnpM> lit:, en1ot1oncl 11 l:'ne,s. emotional
skills necessary for future career success. cuntrol, en1ot i.111ol d1~n11,.1..,. and moUona.l rMJionse. Each
.i cnn bed ~lop~<! and nhonce,a bot ft 1" es an
understanding of h.:it ttii>y M te1.onhanc.,. youro\"n

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control spe,,."5 to ho,~ ...u indi Id~ 111e abll:? t o Appropriately
• Soo Your Answo~
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 developing man-
agement competence and their linkage
to one or more of the topic areas in this Management Skill Builder I UNDERSTANDING CULTURE
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, w1derstand-
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) • New Being Ethical box
• Updated one case (Zappo's holacracy) • Added new section on Current Issues in Organizational
• Added ''Topic'' to Case Apps Culture
• Highlighted different employability skill in each case • New Experiential Exercise
•
Preface XXI
• Two new cases (Uber, full pay transparency) Chapter 8

• Updated one case (movie theatre industry)
• Rewrote box feature questions to focus on skills
• Added ''Topic'' to Case Apps
• New Being Ethical box
• Highlighted different employability skill in each case
• Added new material on remote work
Chapter 3 • One new case (United Air)
• New opening Myth/Debunked • Updated two cases (NASA, PfizerWorks)
• 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 information about anti-globalization
• New Experiential Exercise Chapter 9
• Two new cases (Chinese battery companies, NCAA basket-
• New opening Myth/Debunked
ball scandal)
• New examples
• Updated one case (Keurig)
• Highlighted different employability skill in each case
• Added additional material on sexual harassment
• Moved diversity material to this chapter
Chapter 4 • Added discussion on inclusion
• Rewrote box feature questions to focus on skills • New Experiential Exercise
• Added ''revision bias'' to section on Common Errors • One new case (Starbucks and racial-bias training)
• New Being Ethical box • Updated two cases (resume discrepancies, attracting
• Added information on stumbling blocks to creativity tech talent)
• New Experiential Exercise • Added ''Topic'' to Case Apps
• One new case (Panera Bread Company) • Highlighted different employability skills in each case
• Updated two cases (UPS, Baseball Data Analytics)
• Added ''Topic'' to Case Apps Professionalism and Employability Module
• Highlighted different employability skills in each case
• New material on professionalism and employability
• Revised material on careers
Chapter 5
• Rewrote box feature questions to focus on skills Chapter 10
• Added new material on digital tools as strategic weapons
• Added new material on crisis planning
• Added material on multicultural brokers
• New Managing Technology in Today's Workplace box
(using social media for environmental scanning)
• Two new cases (Microsoft and W. L. Gore)
• Updated case (health-care industry)
• Updated one case (Zara)
• Two new cases (Ford Motor Company, Domino's Pizza)
Chapter 11
Chapter 6 • Rewrote box feature questions to focus on skills
• Rewrote box feature questions to focus on skills • Expanded discussion of generational differences in the
• Added new section on managing disruptive innovation workplace
• New Being Ethical box • New Experiential Exercise
• New Experiential Exercise • Two new cases (Virgin Group, Adobe Systems)
• Updated one case (UnderArmour) • Updated case (Google)
• 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 12
Chapter 7 • Rewrote box feature questions to focus on skills
New chapter: Managing Entrepreneurial Ventures • New Experiential Exercise
••
XXII Pre f ace
• One new case (unlimited vacation time) • New material on having civil conversations in the workplace
• Two updated cases (Gravity Payments, Patagonia) • New material on workplace design
• Added ''Topic'' to Case Apps • New Experiential Exercise
• Highlighted different employability skills in each case • One new case (anytime feedback)
• Two updated cases (athletes and Twitter and eliminating
Chapter 13 e-mail)
• New material on toxic bosses
• New Experiential Exercise Chapter 15
• Two new cases (General Electric, L' Oreal) • Rewrote box feature questions to focus on skills
• One updated case (developing Gen Y leaders) • New Being Ethical box
• Added ''Topic'' to Case Apps • New Experiential Exercise
• Highlighted different employability skills in each case • Two new cases (Chipotle, Tesla)
• One updated case (positive feedback)
Chapter 14 • Added ''Topic'' to Case Apps
• Rewrote box feature questions to focus on skills • Highlighted different employability skills in each case
• New material added to discussion of emotions and
communication Managing Operations Module
• Reworked visual spread
• New presentation of material as a module
• Added discussion of alternate reality (AR)
lnstructorTeaching Resources
This program comes with the following teaching resources.
Supplements available to instructors

at www.pearsonhighered.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
•••
Preface XXIII
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. Dom, 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!
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!
•
XXIV
Another random document with
no related content on Scribd:
CHAPTER XIII.
“Oh, lean and covetous old age!—a winter unblessed,
that blights where’er it touches.”
Alexander Muir instantly proceeded in great haste to the kitchen,
whither Miss Jean suspiciously followed him. In a few minutes
Cuthbert heard “the kist” making audible progress—and a very short
time after, the old man called him out to the passage, between the
two rooms, whither they had dragged it.
“Ye’re giving yoursel a hantle fash wi’ a thing that can never do you
ony good, Sandy,” said Miss Jean tauntingly, “for the Allenders were
nae connexion to you, even though Violet Calder did marry your
brother Jamie—Weel I wat she would have been better wanting him.
It’s a bonnie story when its telled—a woman to live as lang as fifty
year, and syne to die because her man died—auld taupie! when she
might have been to the fore to have a share of the benefit, if there is
to be ony benefit—what ailed the fuil to dee?”
“Poor woman, she would have been blithe to remain, for the bairns’
sakes,” said the old man, gently, “if it had not been otherwise
ordained.”
“Weel, there’s the fewer to pairt it among, if onything comes o’ this,”
said the miser. “Ye maun just stand back awee, my man. I dinna
open a’ my posies afore fremd folk; and ye’re no to think the
Allenders left as muckle behind them, claithes and a’ thegither, as
would fill the half o’ that kist. What there is, I’ll bring ye, but I’ll hae
nae stranger meddling wi’ my gear.”
Cuthbert withdrew as he was ordered, to the door of the “best
room.” The chest was a large one, painted a dull brown colour, and
judging from its broken lock, contained nothing of any value. The old
woman raised the lid, and dived into a wilderness of lumber, faded
worn out cobweb-like garments, long ago unfit for use, but preserved
nevertheless on the penurious principle of throwing nothing away.
After long fishing among these relics of ancient finery, Miss Jean at
last produced from the very bottom of the abyss, a small quarto Bible
in a dark decayed binding, much worn at the corners. “Here!” she
said, abruptly, handing it to Cuthbert, “ye can look at that, and I’ll see
if there’s ony mair—there should be some papers in the shottle.”
Cuthbert hastily returned to the window to examine the book; on the
fly leaf was written simply the name of John Allenders, a remote
date, and a text. It gave no further clue to its owner’s identity.
“Have ye gotten onything, Mr. Charteris?” asked anxiously the old
man at his side. Cuthbert could only shake his head as he turned
over the dark old pages and looked for farther information in vain.
The Bible contained, as all Bibles do in Scotland, the metrical
version of psalms sanctioned by the Kirk, and between the end of
the New Testament and the beginning of these, it is customary to
have the family register of births and deaths. Cuthbert turned hastily
to this place; at first he concluded there was no entry, but on further
examination, he found that two leaves had been pasted together,
and that on the outer side of one something was written. He looked
at it, “Behold, I take away from thee the desire of thine eyes with a
stroke,” was the melancholy inscription; and the handwriting was stiff
and painful and elaborate, most like the hand of bitter grief. There
were mistakes too and slips of the mournful pen. Cuthbert felt it
move him greatly—so strange it seemed to see the mark of the
faltering hasty fingers, which so long ago were at rest for ever.
One of the leaves had been a good deal torn in a vain endeavour to
open this sealed record. Cuthbert feeling himself growing excited
and anxious, with the wished for evidence so very near him, made
other attempts which were as unsuccessful. The dead man had shut
up the chronicle of his happier days that he might not see it in his
desolation, and the jealous grief seemed to linger about it as its
guardian still.
Cuthbert held it up to the light and endeavoured to read through,
but with as little success as before. Alexander Muir had been
watching him anxiously. There was a glass of water on the table,
which Katie had brought for him; the old man wet his handkerchief,
and with trembling hands spread it upon the hidden page.
“I dinna ken what a’ thae papers are,” said Miss Jean, entering with
a bundle of yellow letters tied together with a strip of old linen as
yellow as themselves, “but there’s nae secrets in them, ye may look
over them as ye like. What are ye doin’ to the book?”
“There’s something written here,” said the old man, endeavouring
vainly to conceal his anxiety.
“Ane wad think there was a fortune coming to you, Sandy Muir,”
said Miss Jean, “ye’re unco anxious to bring profit to other folk.”
“I aye wished weel to my neighbours,” said Alexander, meekly, and
with a little self-reproach. He felt as if it were almost selfish to be so
anxious about his nephew’s fortune.
In the meantime Cuthbert untied the string, and as the too jealous
gum showed yet no indication of yielding, began to look over the
papers. The first that came to his hands, evidently added by Miss
Jean to the original heap, and ostentatiously displayed on the top,
was an account for the funeral expenses of John Allenders, in which
Mrs. Calder appeared debtor to William Lochhead, undertaker;
unfortunately Miss Jean had not observed the rigid honesty with
which it was endorsed in a very cramped female hand, “Paid by me,
out of the notes left by John Allenders for his burial, leaving a
balance of three pounds and a penny halfpenny for the behoof of
Rose and Violet. Signed—Marget Calder.”
Other tantalizing bits of writing were below this; a child’s note
signed Violet, and addressed to the father in some temporary
absence from home, telling how Rose had began to “flower” a collar,
and how the writer herself had bought seeds with her sixpence for
Mrs. Calder’s garden. Another bit of paper contained a list, in a hand
more formed, of different articles of “flowering,” received from some
warehouse. Then there were school accounts, for the girls, of a still
earlier date, and at last Cuthbert came to a letter bearing the
postmark of London and Stirling. He opened it in haste. It was a
letter of commonplace condolence, beginning, “My dear Sir,” and
suggesting the ordinary kind of consolation for the loss of “my dear
departed sister,” and was signed by “Daniel Scott.” Lindsay had not
mentioned the surname of the wife of John Allenders—this letter was
evidently from her brother.
Cuthbert went on with great anxiety, and very considerable
excitement, just glancing up to see that the softening process carried
on by Alexander Muir had not yet produced much effect, and taking
no part in the conversation. The next letter in the bundle was in the
same hand, and in its substance little more interesting; but its
postscript brought a flush of satisfaction to Cuthbert’s eager face.
“I hear that your father is but weakly,” wrote the matter-of-fact
Daniel, “and your brother Gilbert being dead two months ago, as you
were informed, has sent for Walter—that’s the captain—home. If you
were asking my opinion, I would say you should certainly come back
to be at hand whatever might happen; for when once trouble comes
into a family, there is no saying where it may end; and, after your
father, and Walter, and Robert, there is no doubt that you are the
right heir.”
This letter had been torn up as if in indignation of the cold-blooded
counsel. Cuthbert laid it aside as a link in the chain which he had to
form.
“I’ll no have the book destroyed wi’ weet. I tell ye, I winna, Sandy
Muir,” said Miss Jean, extending her lean brown hand. “Let it abee
wi’ your napkin. I wonder that the like o’ you, that pretends to be
better than your neighbours, could gie such usage to the Scripture.
Think shame o’ yourself, man; and be done wi’ your slaistering.”
The old man thrust her hand away with less than his usual
mildness. “Have patience a moment—just have patience. See, Mr.
Charteris, see!”
Cuthbert rose—the leaves came slowly separate—and there in this
simple record was all he sought.
“John Allenders, writer, fourth son of Gilbert Allenders, of Allenders,
married, on the first day of March, 1769, to Rose Scott, daughter of
Thomas Scott, builder, Stirling.”
Cuthbert laid down the book on the table, and, extending his hand,
took the somewhat reluctant one of the anxious old man, and shook
it heartily. “It’s all right,” said Cuthbert, swinging the arm of uncle
Sandy in unusual exhilaration. “It’s all right. I have nothing to do but
congratulate you, and get up the proof. I thought we would find it,
and here it is as clear as daylight. It’s all exactly as it should be.”
“What is right? what’s the lad meaning?” said Miss Jean, thrusting
herself in between them; “and what are ye shaking hands wi’ that
foolish body Sandy Muir for, when it’s me that ony thing belonging to
the Allenders should justly come to? We keepit them here in our ain
house; we gied the auld man decent burial as ye would see, and it’s
out of my book ye have gotten a’ ye ken. What does the man mean
shaking hands wi’ Sandy Muir?”
“It’s no for me—it’s for the bairns—it’s for Harry,” said Alexander.
“Hairy! and what has Hairy to do wi’t, I would like to ken? He’s but a
far-away friend; forbye being a prodigal, that it wad be a shame to
trust guid siller wi’—Hairy!—the man’s daft! what has he to do with
John Allenders?”
“A little,” said Cuthbert, smiling. “He is the heir of John Allenders,
Miss Calder.”
“The heir!” the old woman’s face grew red with anger. “I tell ye he
had nae lawful heir, if it binna the ane surviving that did him
kindness. It’s you that disna ken. Hairy Muir is but niece’s son to
me.”
“But he is grandson to Rose Allenders,” said Cuthbert, “and the heir
of her father.”
Miss Jean stood still for a moment, digesting the strange purport of
those words; at last she stretched forward her hand to clutch the
Bible. “The book’s mine—ye ken nocht but what ye have gotten out
of my book—gie it back to me, ye deceivers. Am I gaun to gie my
goods, think ye, to better Hairy Muir? Na, na,—ye have come to the
wrang hand; give me back my book.”
“There is some property in the case,” said Cuthbert, keeping his
hand upon the Bible: “It cannot come to you, Miss Jean; for, though I
believe you were very kind to them, you are not related to John
Allenders; but Harry Muir is. Now, whether would it be better that this
property should go to a stranger, or to your nephew who is in your
debt?”
Miss Jean had been eager to interrupt him, but his last words were
a weighty utterance. She paused to consider. “Ye’re a clever chield,”
she said at last, with a harsh laugh. “I wadna say but ye could put a
case gey weel. My nephew that’s in my debt—and so he is, that’s
true—what kind o’ property is’t? ye’ll be a writer, I reckon?”
“Yes,” said Cuthbert, with a smile, “I am a writer. It is some land—a
small estate, Miss Jean; but only one who is a descendant of John
Allenders, can be the heir, and that is Harry Muir.”
“Weel, I take ye to witness that what ye have said is true,” said the
old woman eagerly; “that this lad is in my debt; and payment I’ll hae
afore he bruiks the possession a week. Wasna it out of my book ye
got a’ ye ken? and wha has sae muckle claim to consideration as
me? I take ye to witness; and you, ye auld sneck-drawer—it was this
ye was thinking about a’ the time?—Oh Sandy Muir! me, in my
innocence, thinking ye were taking this pains to do me a guid turn:
as ye’re awn me a day in harst, a’body kens; and you thinking o’
yoursel a’ the time. I wonder ye can have the face to look at me!”
“I am seeking nothing for mysel, Miss Jean,” said Alexander, with a
little pride, “the little I have will soon go to the bairns, as this will do.
And I am thankful to say I owe ye nothing, if it be not in the way of
good will.”
“Guid will, said he! bonnie guid will to take a braw inheritance out
frae under my very een,” said the old woman, bitterly. “I hand ye
bound for the value of that book, Sandy Muir, mind. I’ll haud ye
bound, and you too, my braw lad; sae if ye tak it away the noo ye sall
bring it back again, or it will be a’ the waur for yoursels. Mind what I
say; I’ll hae my goods spoiled and my gear lifted for nae man in this
world.”
Cuthbert promised, with all reverence, to restore the Bible, which he
had considerable fears he would not be permitted to take away; and
after they had soothed, so far as was possible, her bitter humour,
Miss Jean, with as much courtesy as she was capable of, suffered
them, rich in these precious documents, to depart.
“I’ll no can speak to Miss Jean to day, Katie,” whispered uncle
Sandy, as the little girl stole after them down stairs; “but keep you a
good heart, my bonnie woman, there’s blythe days coming—and
may be I’ll take ye to see your mother myself.”
“Are you sure this will do, Mr. Charteris?” continued the old man,
when they were again on their way to the town.
Cuthbert was in great spirits. “I will astonish Davie Lindsay,” he
said, smiling. “Oh yes, it will do, it was just the thing I wanted. Now
we must have the register of the different marriages and births; that
part of it will be easily managed, I fancy.”
“My brother James’s Family Bible is in my house,” said uncle
Sandy, “and he was married by Mr. Clunie, of the Old Kirk. I will go to
the session clerk to-night, if you like, or it will be time enough the
morn. He is never far out of the way, being an old man like myself,
half idle, half independent. And, speaking of that, ye must see my
garden, Mr. Charteris, though this is hardly the best time.”
“You seem to keep it in excellent order,” said Cuthbert.
“It’s no bad; you see, Mr. Charteris, the house is my own, and so is
it,” said the old man, with a little natural pride, desiring to intimate
that the substance was not altogether on the Calder side of Harry’s
ancestry; “and it is just a pleasure to me to dibble at it in my own
way. Indeed I think sometimes that it’s this work of mine, and the
pleasure of seeing the new life aye coming up through the soil, that
makes me like the bairns so well.”
“It has not always so pleasant a result,” said Charteris.
“Mostly, I think, mostly,” said Alexander. “For example, now, how
could ye think a man that had such thoughts in his heart to a mouse
or a gowan, as Burns had, could harm or be unkindly to the bits of
buds of his own race; though to be sure I am not minding what a
strong part evil had in that grand earthen vessel. Woes me! that what
might have been a great light in the land should be but a beacon on
the black rocks; but I never mind that when I read the Cottar.”
“The Cottar is your favourite, I think,” said Charteris.
“Aye—I confess I like them all, ill as some of them are,” said the
poet’s countryman; “but the Cottar is near perfect to my vision—all
but one place, where he puts in an apostrophe that breaks the story
—that about ‘Sweet Jenny’s unsuspecting youth’—you mind? I aye
skip that. He kent ill ower weel, poor man.”
CHAPTER XIV.
“Here hath been dawning

Another blue day.”
carlyle.
The next morning, Cuthbert busied himself in obtaining extracts
from registers. The proof he procured was very full and clear,
establishing the legal as well as the moral certainty.
That day the family at Port Dundas were pursuing their ordinary
employments with a greater hush and stillness about them than
usual. Martha and Rose sat together, sewing in the parlour. They
were both very silent—in the exhaustion of hopelessness, afraid to
speak to each other of the one great subject which absorbed their
thoughts. Agnes had gone with her baby in her arms to the kitchen to
speak to Mrs. Rodger, and was lingering there a little, willing to be
delivered from herself; while Violet had carried out a little wondering
pre-occupied heart into the midst of a juvenile assembly in front of
the house, and was gradually awaking out of abstraction into
vigorous play.
The prospect was very cheerful from the window. Yonder little
Maggie McGillivray, with unfailing industry, clipped and sang at her
mother’s door under the full sunshine of noon; and here, upon the
pavement, the little form of Violet, poised on one foot, pursued the
marble “pitcher” through the chalked “beds” necessary for the game,
while her playmates stood round watching lest she should infringe its
rules, and Mrs. McGarvie’s tawny truculent Tiger winked in the
sunshine as he sat complacently looking on. The very din of traffic in
the busy street was cheering and life-like; but the two sisters, sat
with their little muslin curtain drawn, sick at heart.
At the window in the kitchen Miss Aggie Rodger stretched her
considerable length upon the deal table, while the hapless idle
Johnnie occupied his usual chair by the fireside, and Miss Jeanie in
a dress a little, and only a little, better arranged than her sister, sat
on the wooden stool near her, very prim and very busy. Miss Aggie
had laid down her work, and from the table was making desperate
lunges at the crowing baby.
In a dingy printed gown, girded round her waist by an apron
professedly white, but as dingy as the print, and with a broad black
ribbon tyeing down her widow’s cap, Mrs. Rodger stood conversing
with the lodger. “This is Thursday,” said Agnes, “by the end of next
week, Mrs. Rodger, I shall be ready with the rent.”
“Very weel, Mrs. Muir,” responded the widow, “what suits you will
suit me. It’s a new thing to me, I assure you, to be needing to seek
siller. When Archie was to the fore—and a guid man he was to me,
and a guid father to the weans—I never ance thought of such a
needcessity as this; but are maun submit to what’s imposed; and
then there’s thae wearifu’ taxes, and gas, and water. I declare it’s
enough to pit folk daft—nae suner ae body’s turned frae the door
than anither chaps—it’s just an even down imposition.”
“Look at the pet—Luick, see! eh! ye wee rogue, will ye break my
side comb,” cried Miss Aggie, shaking the baby with furious
affection, from which the young mother shrunk a little.
“Dinna be sae wild, Aggie,” said her prim sister. “Ye’ll frighten the
wean.”
“Never you fash your head, Jean. Are ye there, ye wee pet? Eh, if
he hasna pitten his finger through yin o’ the holes!”
Miss Aggie hurriedly snatched up her work, and the little wife drew
away the baby in alarm. “Has he done much harm,” asked Agnes,
“give it me, and I will put it in again.”
“It’s nane the waur,” said the good-humoured hoyden, cutting out
the injured “hole” with her scissors. “I’ll put it in with a stitch of point
—it’s nae size. Jean’s at a new stitch, Mrs. Muir—did ye ever see it?”
“It’s rather a pretty thing,” said Miss Jeanie, exhibiting it with prim
complacence. “I learned it from Beenie Ure, at the warehouse, and
it’s no ill to do. I was thinking of coming ben, to show Miss Rose; but
it’s no every body that Beenie would have learned it to.”
“Wha’s that at the outer door?” asked the idle brother, whose
listless unoccupied life had made him quick to note all passing
sounds.
“Losh me!” said Miss Aggie, looking up, “its Mr. Muir, and he’s in an
awfu’ hurry.”
Agnes ran to open the door. It was indeed Harry, and the face of
pale excitement which he turned upon her, struck the poor wife to the
heart. Little Violet ran up the stair after him, with eager curiosity.
There was a sullenness, quite unusual to it, on the colourless face of
poor Harry. He passed his wife without saying a word.
“Are you ill? what brings you home at this time? what is the matter,
Harry?” cried the terrified Agnes.
He only pressed before her into the sitting-room.
As Harry entered, with Agnes and little Violet close behind him, the
two melancholy workers in the parlour, started in painful surprise.
“Harry is ill!” exclaimed Rose, with the constant instinct of apology,
as she threw down her work on the table.
“What now, Harry? what new misfortune has come upon us now?”
asked the sterner voice of Martha.
“Harry, what is it? what ails you?” said poor Agnes, clinging to his
arm.
He took off his hat, and began to press it between his hands.
“Agnes, Martha,” said the young man with a husky dry voice, “it’s not
my fault—not this time—I’ve lost my situation.”
The little wife uttered a low cry, and looked at him and the baby.
Lost his situation! the sole means of getting them bread.
“What do you mean, Harry?” asked Martha.
The young man’s sullen, despairing eye glanced round them all.
Then he flung his hat on the table, and threw himself into the arm-
chair. “I mean that, that’s all. I’ve lost my situation.”
For a moment they stood still, looking in each other’s blank faces,
as people do at the first stroke of a calamity; then Agnes put the
baby into the arms of Rose, and herself glided round to the back of
her husband’s chair. She could not bear to see him cast himself
down so, and hide his face in his hands. Her own eyes were half
blinded with tears, and her gentle heart failing; but however she
might suffer herself, she could not see Harry so utterly cast down.
Violet stole again to the stool at his feet, and sat looking up in his
face with the breathless interest of her years. Poor Agnes tried to
draw away the hands from his face. He resisted her fretfully. Rose
went softly about the room with the child, hushing its baby glee, and
turning tearful eyes on Harry; but Martha stood, fixed as she had
risen on his entrance, her hands firmly grasping the back of her
chair, and her head bowed down.
The tears of poor Agnes were falling upon his clasped fingers.
Hastily the unfortunate young man uncovered his face. “I suppose I
shall have to sit by the fire like John Rodger, and let you be a slave
for me,” he exclaimed bitterly, clasping his wife’s hands. Agnes could
do nothing but weep and murmur “Harry! Harry!”
“I will work on the streets first—I will do anything,” said Harry, in
hysteric excitement. “I am not broken down yet, Agnes, for all they
say. I can work for you yet. I will be anything, I will do anything,
rather than let want come to you.”
And the little wife wept over the hands that convulsively clasped her
own, and could only sob again, “Oh, Harry, Harry!”
“Harry,” said Martha, “what have you done? Let us understand it
clearly. Answer first one thing. Lift up your head, and answer me,
Harry. Is the fault yours? Is it a misfortune or a sin?”
He did not meet her earnest, anxious eye; but he answered slowly,
“The fault is not mine, Martha. I was, indeed, exasperated; but it was
not me. I am free of this, Martha; it was no blame of mine.”
She looked at him with jealous scrutiny; she fancied there was a
faltering in his voice, and that he dared not lift his eyes to meet her
own, and the misery of doubt convulsed Martha’s heart. Could she
believe him?
“If it is so,” she said, with a calmness which seemed hard and cold
to Rose, “I see no reason you have to be so much cast down.
Agnes, do not cry. This working on the street is quite an unnecessary
addition to the shock Harry has given us.”
“If it is so!” cried Harry, with quick anger. “Martha, do you not
believe me? will you not trust my word?”
“Be composed,” said Martha, herself sitting down with a hopeless
composure quite unusual to her; “tell us what the cause is calmly,
Harry. It is a great misfortune; but every misfortune is to be borne.
Let us look at it without exaggeration; tell me the cause.”
He had worn her patience out, and the aspect her exhaustion took
was that of extreme patience. It surprised and hushed them all. Rose
laid the baby in his cradle, and stealthily took up her work. Agnes
withdrew her hand from Harry’s grasp; even he himself wiped his
damp brow, and sat erect in his chair.
“I went to-day to the Bank to get a cheque cashed,” he said, in his
usual manner; “it was a small cheque, only fifty pounds, and I put the
notes in my coat pocket. Everybody does it. I did in that respect just
as I have always done; but I was robbed to-day—robbed of the
whole sum.”
“What then?” said Martha, breathlessly.
“Of course I went at once and told Dick Buchanan. His father is not
at home, and Dick took it upon him to reprove me for carelessness,
and—various other things,” said Harry, with assumed bravado. “So
we got to high words—I confess it, Martha. I was not inclined to
submit to that from him, which I could scarcely bear from you. And
the result was what I have told you—I gave up my situation, or rather
he dismissed me.”
There was a dead silence, for Martha’s composure hushed the
condolences which otherwise would have comforted poor Harry, and
made him feel himself a martyr after all.
“What did young Buchanan blame you for?—not,” said Martha, a
rapid flush covering her face as she looked at her brother, “not with
any suspicion—not for this.”
He returned her look with one of honest and unfeigned indignation.
“Martha!”
“I did not know,” said Martha hurriedly. “The lad is a coarse lad. I did
not know what you meant. What did he blame you for, Harry?”
A guilty flush stole over Harry’s face. He sighed deeply. “For many
things, Martha,” he said with simplicity, “for which you have blamed
me often.”
The stern questioner was melted. It was some time before she
could resume her inquiries. “And how did it happen? How did you
lose the money, Harry?” said Rose.
“It was no such wonder,” answered Harry with a little impatience. “It
is a thing that happens every day—at least many men have been
robbed before me. They lie in wait about the banks, these fellows.”
“And what way did you put it into your pocket, Harry?” said Violet. “I
would have held it in my hand.”
“Be quiet, Violet; what do you know about it?” exclaimed Harry
angrily.
“And was it near the Bank you were robbed?” inquired Agnes.
Harry faltered a little. “Not very far from it.”
“And did nobody see the thief? Surely if it was done in the open
street, somebody must have seen who did it,” said Rose.
Harry’s eyes were cast down. “No,” he muttered in a very low tone,
“they know their business too well to let anybody see them.”
“Was it done in the street?” asked Martha quickly.
He faltered still more. “I don’t know—not exactly in the street, I
think. I met the captain of one of our—of one of Buchanan’s ships;
and I—I went with him to a place he was going to call at. I suppose it
might be done about there.”
Poor Harry! his head was bowed down—his fingers were fumbling
with the table-cover. He could not meet the eyes which were fixed so
anxiously upon him.
A low groan came from Martha’s lips—it was hard to relinquish the
comfort of believing that his besetting sin had no share in this
misfortune—hard to have the courage quenched out of a heart,
which could be buoyant, joyous, in the face of trials and dangers
appointed by heaven, to be suffered and overcome—but who could
do nothing against a weakness so inveterate and strong as this.
There was nothing more said for a time—they all felt this add a
pang to their misfortune; but while Martha’s eyes were still fixed on
the ground, and Rose and Agnes forbore to look at him, in delicate
care for his humiliation, Harry had already lifted his head, and
growing familiar with his position, forgot that there was in it any
humiliation at all.
“I forgot to tell you,” he said, “what will be very hard upon us—very
hard indeed—these monied men have hearts like the nether
millstone. Agnes, I don’t know what you will do with your accounts. I
have lost my quarter’s salary as well as my situation.”
The poor little wife looked at him aghast. She had been scheming
already how she could get these accounts paid, and begin to “the
opening” herself, to keep them afloat until Harry should hear of some
other situation;—but this crowning calamity struck her dumb.
“They will hold me responsible for the whole fifty pounds,” said
Harry, in a low voice. “I don’t think Mr. Buchanan himself would have
kept back this that is owing me—this that I have worked for. I should
not care so much for the whole debt,” said poor Harry with glistening
eyes, “because it would be a spur to me to labour more strenuously,
and I don’t doubt we might pay it off in a year or two—but to throw
me on the world, and keep back this poor fifteen pounds—it is very
cruel—to leave us without anything to depend on, until I can get
another situation—it is very hard—but they do not know what it is to
want five pounds, those prosperous men. Mr. Buchanan himself
would never have done it—and to think that Dick should turn upon
me!”
“It is well,” said Martha harshly, “I am pleased that he has kept this
money—how we are to do I cannot tell—but I would not have had
you take it, Harry. What you have lost was theirs, and we must make
it up. Some way or other we will struggle through, and it is far better
that you did not become further indebted to them by receiving this.”
Harsh as her tone was, it was not blame—poor Harry’s sanguine
spirit rose. He could take some comfort from the bitter pride that
would rather descend to the very depths of poverty than have such a
debt as this. The galling burden seemed for the moment to withdraw
Martha’s thoughts from the more-enduring misery, the weakness that
plunged him into so many misfortunes.
But Agnes, sadly considering how to satisfy the poor widow, Mrs.
Rodger, who could not do without her money, and how to apologise
to butcher, baker, and grocer,—could take no comfort;—darkly the
cloud of grave care settled down upon the soft young features. “But
what will I do with Mrs. Rodger,” said Agnes, “and Waters, and Mr.
Fleming—oh Martha!”
“I will speak to them myself,” said Martha, compressing her lips
painfully. “You shall not be subjected to this, Agnes—I will speak to
them myself.”
“And Mrs. McGarvie,” said Agnes, “I might have done the things
myself if I had only known—and Mrs. Rodger.”
“Mrs. Rodger must be paid,” said Martha. “I am going to the
warehouse to-day—we must see—we must think about it all, Agnes.”
But they made no reference to Harry. Rose, who had said nothing
all this time, was already working very rapidly, pausing for an instant
sometimes to look round upon them with affectionate wistfulness, but
scarcely slackening the speed of her needle even then; there was
such occasion for labour now, as there had never been before.
Poor Harry! He sat in silence, and heard them discuss those sad
economics—he saw that they made no reference to him; and the
bitterness of having lost the confidence of those whose strong and
deep affection could not be doubted, even by the most morbid pride,
smote him to the heart. A momentary perception of his position
disclosed itself to Harry, and with the instant spring of his elastic
temperament, he felt that to perceive was to correct, and that the
power lay with himself to recover all that he had lost. With a sudden
start he turned to his wife and his sister.
“Agnes!—Martha!—why do you look so miserable? I will get
another situation. We may be better yet than we ever were before.”
“And so we may,” said Martha, pressing her hand to her forehead,
“and so we may—we will always hope and look for the best.”
Her voice sounded like a knell. Agnes, who was not quick to
discover shades of implied meaning, brightened at the words—but
Rose, who deprecated and softened in other cases, could oppose
nothing to this. It made herself sick and hopeless—for worse than all
impatience or harshness was this conscious yielding to fruitless and
false hope, as one yields to a fretful child.
CHAPTER XV.
“Now shall you see me do my daily penance.

Mean, say you?—’tis the grander suffering then.
And thus I bear my yoke.”—
It had been Martha’s custom at all times to take upon herself the
disagreeable things of their daily life. A turbulent stormy spirit, it was
impossible to form any apprehension of her character without taking
into account the harsh and strong pride which had come
undiminished through all her trials;
“——the spurns
Which patient merit of the unworthy takes,”—
the slights and trifling disrespects which are only felt by the refined
poor—all these petty indignities were bitter to Martha, yet she had a
certain satisfaction in compelling herself to endure them. To stand
among the indiscriminate host who maintained themselves as she
did; to submit her work to the inspection of some small official; to
listen patiently to comments upon it, made for the sake of preserving
a needful importance and superiority; these and many a trifling insult
more were very hard to bear—but there was a bitter pleasure in
bowing to them, a stormy joy in the conscious force with which she
subdued her own rebellious nature, and put her foot upon its neck. It
was conquering her pride, she thought, and she conquered it
proudly, using its own might to vanquish itself.
But though Martha could bear needful humiliations herself, this
pride of hers, which enabled her to bear them, built a mighty wall
round her children. She could not bear humiliation to brother or
sister; they were hers—heart of her heart, crown of her honour—and
with the constant watchfulness of jealous love she guarded them
from derogation. With courage unfailing she could bear what was
needful to be borne if it might be in her own person, but if it fell on
them, the blow struck to her heart.
And so she passed through crowds of prosperous people, who
never bestowed a second look upon her—a woman growing old, with
grey streaks in her hair, and harsh lines in her face—a poor woman,
distressed and full of care—what was there to look at? But if some
magic had changed the bodily form, which was a veil to her, into the
person of some noble despot king, foiled and despairing, there was
enough to rivet the eyes of a world.
She was carrying back a fortnight’s laborious work—and filling up
all the interstices of the greater misery, which did not change, were a
hundred shifting plans of how to distribute this pittance. A strange
chaos was in Martha’s mind as she went through those crowded
streets. Broken prayers, so often repeated that they came vacantly
into her mind often, and often fell upon her like strong inspirations,
forcing her almost to cry aloud in an agony of entreaty, mingled with
those painful calculations of the petty sum she was about to receive,
which hovered like so many irritating insects over the dull and heavy
pain in her heart. The cloud would not disperse; the weight would not
lighten from her. Harry, at home, had smiles of new confidence on
his face already, and had talked Agnes and Rose into hope; but the
days of hope were past for Martha. She desired to submit; she
longed to bend her neck meekly under the yoke, and acquiesce in
what God sent; but the struggle was hard, and it seemed to herself
that she could have submitted easily to any affliction but this—this
was the intolerable pain—and this was her fate.
The warehouse was in the Candleriggs, and a spruce clerk
received the work from her, and paid her the joint wages of Rose and
herself for the fortnight’s labour. It was thirty shillings—a very little
sum, though they thought it good. On rare occasions the weekly
produce of their united toil was as much as a pound, but this was a
more usual amount.
Filling her little basket with the renewed and increased supply of
work given at her request, Martha turned to one of the dim streets of
counting-houses which surround the Exchange. In the same line of
buildings the Buchanans had their office, but Martha was not going
there. She ascended another dusty stair at some little distance, and
entering a smaller office, asked for Mr. Sommerville.
Mr. Sommerville was a ruddy comfortable man, in an easy chair;
once a poor Ayrshire lad, now, totally forgetful of that time, a
cautious, shrewd, wealthy merchant, richer than many of the
splendid commercial magnates who lightened the dim sky around
him. But some claim of distant kindred or ancient acquaintance
connected him with the family of the Muirs; though his look of doubt
as Martha entered, and his laconic greeting, “Oh, Miss Muir,” when
he recognised her, showed that this claim was of the slenderest kind.
“I have come to speak to you about my brother,” said Martha,
standing before him with a flush upon her face; “I mean I have taken
the liberty, Mr. Sommerville—for Harry has lost his situation.”
“What! the place I got for him in Buchanan’s?” exclaimed the
merchant. “What has he done that for? some misconduct I suppose.”
“No misconduct,” said Martha, with sudden courage; “nor have you
the slightest ground for supposing so. Harry had money stolen from
him on his way between the bank and the office—a thing which no
one could foresee, and which has happened to many a wiser man.
This is the cause; but this is not misconduct.”
Mr. Sommerville waved his hand impatiently. “Yes, yes, I
understand; I see. Money stolen from him: I never had money stolen
from me. But I never will recommend a man again; they invariably
turn out ill. How much was it?”
“Fifty pounds.” said Martha, “for all of which he is responsible, and,
if he were but in another situation, which we would not fail to pay.”
“Oh yes, that’s all very well,” said the merchant, “but how is he to
get the other situation? There must have been great carelessness,
you know, or they never would have dismissed him. I heard he was

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