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Contents
Preface: Fundamentals of Psychology: Perspectives and Connections xvi

1 Introduction to
Psychology 2
What Is Psychology? 5
Making Connections in Psychology 24
Studying Electronic Social Interactions 24
Chapter Review 27
©michaeljung/Getty Images

Psychology Defined 5
Why Should You Study Psychology? 5 2 Conducting
Psychology in the Real World: Why Psychology Is
Important to My Life 6
Research in
Subdisciplines of Psychology 8
Psychology 30 ©Jane Underwood/
My.Third.Eye
Photography/Getty
The Nature of Science 33 Images
The Origins of Psychology 10
Common Sense and Logic 33
A Brief History of the Practice of Clinical
Psychology 10 The Limits of Observation 33

A Brief History of the Origins of Scientific What Is Science? 34

Psychology 13 The Scientific Method 36
Research Process 37
Psychological Perspectives: Explaining
Human Behavior 16 What Science Is Not: Pseudoscience 38
Psychoanalytic-Psychodynamic 16 Research Designs in Psychology 39
Behaviorism-Learning 16 Principles of Research Design 39
Humanistic-Positive 16 Descriptive Studies 41
Cognitive 17 Correlational Studies 43
Sociocultural/Cross-Cultural 17 Experimental Studies 45
Neuropsychological-Behavioral Genetic 18 Longitudinal Studies 48
Evolutionary 18 Twin-Adoption Studies 48
The Nature-Nurture Debate 18 Meta-Analysis 49
The Evolution of Human Behavior 19 Big Data 50
No One Perspective Tells the Whole Story Challenging Assumptions in the Objectivity of
in Psychology 22 Experimental Research 51
Challenging Assumptions and Not
Commonly Used Measures of Psychological
Believing Everything You Think—The Art
Research 52
of Critical Thinking 22
Self-Report Measures 53
Connections within and between
Chapters 24 Behavioral Measures 54
Physiological Measures 55

vii
 Research Ethics 55
Scientific Misconduct 56
4 Sensing and
Ethical Treatment of Human Perceiving Our
Participants 56
Ethical Treatment of Animals 58
World 102 ©Mario Güldenhaupt/
Getty Images

The Long, Strange Trip from Sensation

Chapter Review 59
to Perception 104
Basic Sensory Processes 105

3 The Biology Principles of Perception 106

Vision 108
of Behavior 62 Sensing Visual Stimuli 108
Genes and Behavior 65 ©Jodie Griggs/Getty
Images Perceiving Visual Stimuli 113
Principles of Behavioral Genetics 67 Perceiving Color 113
The Nervous System 69 Perceiving Motion 116
Organization of the Nervous System 69 Perceiving Depth 116
The Cells of the Nervous System: Glial Perceiving Size and Shape 120
Cells and Neurons 71 Perceiving Patterns and Wholes 121
Common Neurotransmitters 76 Hearing 124
Summary of the Steps in Neural The Physics of Sound and the
Transmission 79 Psychophysics of Hearing 124
The Brain 80 The Ear 125
Evolution of the Human Brain 80 Psychology in the Real World: Hearing Loss Can
Overview of Brain Regions 81 Happen in Young People, Too 126
Psychology in the Real World: The Bodily Senses 127
Neuroprosthetics: Thought Control Touch 127
of Artificial Limbs 89
Pain 128
Brain Plasticity and Neurogenesis 90
The Chemical Senses: Smell and Taste 130
Challenging Assumptions about Neural
Smell (Olfaction) 131
Growth in the Adult Brain 93
Taste 132
Early Evidence of Neurogenesis in
Adults 93 Research Process 133
Key Figures in the Discovery of Neural Chapter Review 134
Growth in Adults 94

Measuring the Brain 95

Electroencephalography 95
5 Human
Magnetic Resonance Imaging (MRI) and Development 136
Functional MRI (fMRI) 96 ©Tom Merton/Getty
The Developing Fetus 139 Images
Positron Emission Tomography (PET) 97
Stages of Prenatal Development 139
Research Process 97
Brain and Sensory Development before
The Endocrine System 98 Birth 140
Nature and Nurture Influences on Fetal
Chapter Review 100
Development 143
Prenatal Personality Development 144

viii CONTENTS
 The Developing Infant and Child 145 Attention: Focusing Consciousness 191
Physical Development in Infancy and Selective Attention 192
Childhood 145 Sustained Attention 193
Psychology in the Real World: Musical Training Psychology in the Real World: The Hazards of
Changes the Brain 149 Distracted Driving 194
Early Cognitive Development 150 Multitasking: The Implications of Shifting
Development of Moral Reasoning 154 Attention 195
Personality Development during Training Consciousness: Meditation 197
Infancy 156
Meditation and Conscious Experience 197
Early Socioemotional Development 156
Meditation Training and the Brain 198
Research Process 161
Sleeping and Dreaming 199
The Developing Adolescent 163
Sleeping 199
Physical Development in Adolescence 163
Research Process 200
Cognitive and Brain Development in
Dreaming 209
Adolescence 164
Social Development in Adolescence 165 Hypnosis 210
Personality Development in Altering Consciousness with Drugs 212
Adolescence 167
Depressants 213
The Developing Adult 168 Stimulants 216
Early Adulthood 168 Hallucinogens 219
Middle Adulthood 173
Chapter Review 222
Late Adulthood 174
Death and Dying 177

Making Connections in Human 7 Memory 224

Development 178
Forming Memories 227 ©Robert Daly/Getty Images
Influence of Technology on Lifespan
Development 178 Four Steps in Forming Memories 227
Aids to Memory Formation 229
Chapter Review 182
Impediments to Memory Formation 231

Types of Memory 233

6 Consciousness 184 Three Major Types of Memory 234

What Is Consciousness? 186 Memory and the Brain 241

Theories of
Consciousness 187
Two Dimensions of Consciousness:
Wakefulness and Awareness 188
Minimal Consciousness 189
Moderate Consciousness 190
Full Consciousness 191
©Chris Tobin/Getty
Images Neuroplasticity and Memory 242
Psychology in the Real World: Manipulating Memory
with Drugs and Drinks 244
Brain Regions Most Involved in
Memory 244
Challenging Assumptions in Brain
Stimulation and Memory 248
Research Process 250

CONTENTS ix
 Malleability of Memory 251
Reconsolidation 251
9 Language, Thought,
Selective and Divided Attention 252 and Intelligence 294
Eyewitness Testimony 252 Language 296 ©Eternity in an
False Memories 252 Instant/Getty Images
The Nature of Language 297
Recovered Memories 253 Language Development in Individuals 297
Suggestibility and Misinformation 253 Theories of Language Acquisition 301
Forgetting and Memory Loss 255 Can Other Species Learn Human
Forms of Forgetting 255 Language? 305
Memory Loss Caused by Brain Injury and Language, Culture, and Thought 307
Disease 256 Thinking, Reasoning, and Decision
Making Connections in Memory 257 Making 309
How to Study 257 Research Process 310
How Do We Represent Thoughts in Our
Chapter Review 260 Minds? 311
How Do We Reason about Evidence? 314
8 Learning 262 Two Forms of Reasoning 314
Critical and Scientific Thinking 315
Basic Processes of
Psychology in the Real World: Critical Thinking and
Learning 265
©Andrea Golden/Getty Images Detecting Fake News 316
Association 265
How Do We Make Judgments and
Conditioning Models of Learning 265 Decisions? 317
Classical Conditioning 266 Intelligence 320
Operant Conditioning 270 Defining Intelligence 320
Psychology in the Real World: Behavior Modification Theories of Intelligence 320
for the Treatment of Attentional Disorders 277
Measuring Intelligence 325
Challenging Assumptions about
Extremes of Intelligence 329
Conditioning Models of Learning 280
The Nature and Nurture of Human
Social Learning Theory 284 Intelligence 333
How Nature and Nurture Work Together in Group Differences in Intelligence
Learning 287 Scores 335
Imprinting 288 Non-Western Views of Intelligence 337
Imitation, Mirror Neurons, and Problem Solving and Creativity 338
Learning 289
Solution Strategies 339
Research Process 290
Obstacles to Solutions 340
Synaptic Change during Learning 291
Experience, Enrichment, and Brain
Creativity 341
Growth 291 What is Creativity? 341
Stages of Creative Problem Solving 342
Chapter Review 292
Chapter Review 343

x CONTENTS
10 Motivation
Research on Health-Relevant
Behavior 421
and Emotion 346 Research Process 424

Motivation 349 ©Jade/Getty Images

Making Connections in Stress and
Health 426
Models of Motivation 349
Good Stress, Bad Stress, and the Power of
Hunger: Survival of the Individual 353
Belief 426
Sex: Survival of the Species 360
Research Process 364 Chapter Review 428
The Needs to Belong (Affiliation) and

12
to Excel 366
Motivation in the Workplace 368 Personality:
Emotion 371 The Uniqueness ©Image Source/Getty Images
What Are Emotions? 372 of the Individual 430
Emotion as a Process 376
Defining Personality 432
Psychology in the Real World: Botox and
Emotion 383 Perspectives on Personality 434
Emotion and the Brain 384 Psychoanalytic Theories 434
How Culture Impacts Emotion Humanistic–Positive Psychological
Expression 387 Theories 441
Gender and Emotion 389 Social–Cognitive Learning Theories 443
Emotional Intelligence 390 Trait Theories 444

Chapter Review 391 Evolutionary–Biological Theories 444

Personality Consistency and Change 447

11
Does Personality Change over Time? 447
Stress and The Origins of Personality 449
Health 394 Genetics and Personality 449
Stress 397 ©Westend61/Getty Images
Personality and Culture: Universality and
Differences 450
Stress as Stimulus or Response 397
Challenging Assumptions in Animal
The Physiology of Stress 400
Personality 452
Coping: The Management of Stress 406 Research Process 453
Coping Strategies 406
How Is Personality Measured? 454
The Positive Psychology of Coping 409
Behavioral Observation 455
Psychology in the Real World: Does Stress Cause
Projective Tests 455
Aging? 411
Psychology in the Real World: Personality and
How Stress and Coping Affect Health 412 Career Interest and Job Performance 456
The Birth of Psychoneuroimmunology 414 Personality Questionnaires 457
Psychological Risk Factors for Heart Social Network Measurement of
Disease 417 Personality 458
The Gut-Brain Axis: How the Critters in
Chapter Review 460
Our Intestines Affect Health, Mood, and
Behavior 419

CONTENTS xi
13 Social
Depressive Disorders 511
Origins of Depression 513
Behavior 462 Research Process 515

Group Living and Social ©StockFinland/E+/Getty Images Bipolar Disorder 516

Influence 465 Causes of Bipolar Disorder 517
Conformity 466
Anxiety Disorders 518
Minority Social Influence 468
Generalized Anxiety Disorder 519
Obedience 468
Panic Disorder 519
Social Perception 472 Social Phobia (Social Anxiety
Attribution 472 Disorder) 520
Schemas 473 Agoraphobia 520
Stereotypes 473 Specific Phobias 521
Exclusion and Inclusion 475 Origins of Anxiety Disorders 521
Prejudice and Discrimination 476 Obsessive-Compulsive Disorder 523
Challenging Assumptions in Social
Causes of Obsessive-Compulsive
Behavior 477
Disorder 523
Psychology in the Real World: The Social Psychology
of Social Networks 478 Posttraumatic Stress Disorder 524
Attitudes and Behavior 481 Dissociative Disorders 525
The Nature and Nurture of Attitudes 481 Dissociative Identity Disorder 525
Attitude Change 481 Causes of Dissociative Disorders 526

Social Relations 484 Personality Disorders 526

The Nature and Nurture of Odd-Eccentric Personality Disorders 527
Aggression 484 Dramatic-Emotional Personality
Prosocial Behavior 486 Disorders 528
Liking, Attraction, and Love 490 Anxious-Fearful Personality
Research Process 491 Disorders 528
Origins of Personality Disorders 529
Chapter Review 494
Psychology in the Real World: Can Internet Use
Become an Addiction? 530
14 Psychological Chapter Review 531
Disorders 496
Defining Psychological
Disorders 499
©Cavan Images/Getty Images 15 Treatment of
Neurodevelopmental Disorders 503
Psychological
Types of Neurodevelopmental Disorders 534 ©Daly and Newton/Getty Images
Disorders 503
Biomedical Treatments for Psychological
Causes of Neurodevelopmental
Disorders 537
Disorders 505
Drug Therapies 537
Schizophrenia 506 Electric and Magnetic Therapies 541
Major Symptoms of Schizophrenia 506 Challenging Assumptions in the Treatment
Origins of Schizophrenia 507 of Severe Depression 543

xii CONTENTS
 Effectiveness of Biomedical Mindfulness Training and
Treatments 544 Psychotherapy 557
Effectiveness of Combined
Psychological Treatments for Psychological
Approaches 559
Disorders 546
Psychology in the Real World: How to Choose a
Psychoanalytic Therapy 547
Therapist 560
Humanistic/Positive Therapy 548
Behavior Therapies 548 Emerging Therapies 561
Cognitive and Cognitive-Behavioral Psychedelic Medicine: A New Hope 562
Treatments 550 Preventing Disorders 564
Group Therapy 552
Chapter Review 566
Effectiveness of Psychological
Treatments 553
Research Process 554
Glossary G-1
Technology-Based Treatments for References R-1
Psychological Disorders 555 Name Index NI-1
Effectiveness of Technology-Based Subject Index SI-1
Therapy 556

Combined Approaches 556

Drugs and Psychotherapy 556
Integrative Therapy 557

CONTENTS xiii
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Fundamentals of Psychology:
Those of us who teach at universities and colleges on
a traditional 15-week semester system face a perpetual
dilemma: Do we omit an entire chapter or two of a text
to fit the readings into a 15-week semester, or do we pick
and choose information to assign and discuss from within
each chapter? On a 10-week quarter system, there is an
even more difficult decision on what to cover. Our well-re-
ceived Psychology: Perspectives and Connections has 16
chapters and co-author Greg, for instance, deletes one full
chapter each semester to fit it into his 15-week semester.
Fundamentals of Psychology guides students in
moving beyond what may seem obvious, to reevaluat-
ing the thoughts and beliefs they bring to the course.
Students will learn to challenge their assumptions,
understand the elements of scientific research, and
recognize that in ­psychology, no one perspective tells
(turned “off”)—without changing t
(Meaney, 2010; Plomin et al., 2013).
the whole story. we eat, drink, or get exposed to resu
ing to certain base pairs of genes. B
turn off or on the gene expression pr
epigenetics involves heritable change
CHALLENGING ASSUMPTIONS pendent of the genetic sequence yet in

©Sam Edwards/Glow Images, Inc.

This means that experience (nurture)
One solution to this dilemma is to create a
The food we eat, the drugs w
more concise version. Our new volume, Fundamen- Questioning assumptions is the first step in thinking
sure to certain chemicals in the
tals of Psychology: Perspectives and Connections, scientifically. While building a foundation in the other things, can have epigenetic co
concepts and principles of psychology, our goal to what
as many people think, genes
contains all the core information from the full-length are simply the starting point for
Psychology but condenses the most fundamental teachers and authors has always been to encourage Many things—including experience
material into fewer chapters and pages. In Funda- students to examine
The field of study theirexamines
known as epigenetics preconceptions (as or
how experience can well
off. as
Epigenetic effects have bee
turn genes on or off. host of psychological traits—incl
mentals of Psychology we maintain all the themes those held by others) and understand that there is
cit hyperactivity disorder (ADHD)
What implications does this have for what we eat, drink, and
and concepts that made Psychology so successful: often more than
are exposed to?
one plausible explanation for a
tia, given
obesity, and anxiety, just to n
et al., 2016; Curley et al., 2011; M
phenomenon. Sweatt, 2010).
• Themes and questions in each chapter that challenge
What is even more amazing is that these environme
assumptions and foster critical, active reading and Each chapter opens
Challenge Your Assumptions can be inherited—passed on from parent to offspring. In oth
learning of the material; in the age of so-called “fake True or False? Genetically influenced
not the only way inheritance works. It also works via epige
with Challenge Your
Zimmer-Gembeck & Collins, 2008). An activated gene in y
news,” it is more important than ever that students traits are set and unchanging after
getsAssumptions, a list
turned off environmentally of
in one of your parents can b
conception.
learn to challenge assumptions and not believe False: Genes continue to get turned on
a deactivated gene. This secondary form of inheritance via
common assumptions for
times referred to as soft inheritance to contrast it with t
everything they read, see, and think. or off throughout our lives by what we
basedstudents
inheritanceto(Graff
consider.
& Mansury, 2008). The term soft i
eat, drink, or are exposed to.
• An emphasis on showing the interaction and example of how nature and nurture work side-by-side.
Epigenetics offers one explanation for why ide
connectedness between different perspectives,
Connection genomes are 100% alike—end up being not completely id
especially the interplay of nature and nurture on Identical twins are often nearly traits. For instance, they do not have identical fingerprint
most every aspect of thought and behavior. THINKING SCIENTIFICALLY
identical in thought and behavior, but even the same gender identity (see the chapter “Human De
for epigenetic reasons this is not longitudinal research shows that differences in epigenetic t
• A writing style that makes crucial and current Throughout Fundamentals
always so, as is clear in a case of of Psychology,
already exist in early wetomodel
middle childhood and that thes
scientific findings accessible and engaging. identical twins, born male, but one of
critical thinking and offer multiple related to personality differences in twins (Kaminsky et a
opportunities for
whom identified as female. 2010). In short, although identical twins share 100% of their
• Inclusion of cutting-edge and important current students toopening
practice this skill. In “Introduction
notype—or their observedto characteristics—may be subtly
See the chapter for the chapter
scientific findings in each chapter, with consistent ­Psychology,”
“Human Development.”we define theferent
(p. 138) because different epigenetic tags are turning differ
discipline, analyze major
Genes are not destiny.
emphasis on how technology and social media are ways of thinking about the human experience, and
impacting how we think, learn, feel, develop, and present a framework for analyzing research and
interact. Quick Quiz 1: Genes and Behavior
­testing assumptions against real world observation.
In addition to paring down each chapter to its We focus on high-interest topics including c.
1. Genes occur in pairs, or alternate forms of each other,
called
They allow for understanding ep
d. They allow researchers to exper
most fundamental findings and concepts, we also ­obsessive-compulsive
a. chromosomes. disorder (OCD) and anxiety genetic and environmental simi
combined two related chapters from Psychology. We b. alleles.
disorders (Treatment of Psychological Disorders) and behavior in rats can pro
3. Nurturing
c. base pairs. stressed offspring because genes t
integrated Language and Thought (Chapter 9) with howd.people
ribosomes.of different genders and cultures experi- stress reactions are turned off. Thi
Intelligence and Creativity (Chapter 10) to yield a new ence
2. Whythe areworld (Sensing
twin-adoption studies and Perceiving
powerful Our World),
ways to untangle to
a. epigenetics.
the effects of genes and the environment on thought and b. genetic engineering.
chapter called, “Language, Thought, and Intelligence.” emphasize how psychological science uses systematic
behavior? c. recessive genes.
At 15 chapters, Fundamentals of Psychology fits a investigation
a. They allow to bothaddress
genetic andimportant
environmentalquestions
similarity about the genes.
d. dominant
15-week semester perfectly! humanto experience.
be compared and contrasted.
Answers can be found at the end of th
b. Twins share genes.

68 CHAPTER 3 The Biology of Behavior

xvi PREFACE
Perspectives and Connections
Another key goal is helping students to under-
stand the theoretical perspectives and learn to apply
them in a variety of settings—hence, the presence
of the term perspectives in the subtitle. We call atten-
tion to the influence of theoretical perspectives on
and genetics and on sensation and perception, which
are challenging topics for many students. Throughout
the program, we describe classic and contemporary
research in depth to familiarize students with the sci-
entific approach to collecting and analyzing data and
it does not provide very precise measures of when activation occurs in response functional MRI (fMRI)

advances in psychology, as well as in the different sharing the results toactivity

advance knowledge. Moreover,
to a particular stimulus or task. It is not entirely clear exactly how directly A brain imaging technique that uses
fMRI images reflect underlying neural (Lagopoulos, 2007), even though magnetic fields to produce detailed
people assume that the signal changes reflect brain activity in directly underly- images of activity in areas of the brain

subfields of psychology. For example, we include a this edition

ing areas.
reflects the latest
Regardless of any limitations, fMRI has become the
thinking, based on cur- and other soft tissues.

section comparing theoretical perspectives on intelli- rent science—so

research, inmanyall areas ofhavepsychology.
favored measure of brain activity in psychology and neuro-
much so that nonexperts think we
the ability to infer psychological processes or feeling states
gence (Language, Thought, and Intelligence), and we Overcoming preconceptions
from fMRI data (Rose, 2016). The Research Process for this
chapter illustrates one such example—the use of fMRI to about the research

©ERproductions Ltd/Blend Images LLC

study how people perceive faces (see Figure 22).
invite students to explore the influences of nature and process may be one of the biggest challenges students
Positron Emission Tomography (PET)
nurture on personality development, along with the face Positron
in Introductory Psychology. Research Process
emission tomography (PET) measures blood

theoretical perspectives that have inspired personality features, appearing researchers and in most chapters, demystify
flow to brain areas in the active brain (see Figure 21). From
these measurements, doctors can determine
which brain areas are active during certain situations. PET
researchers (Personality: The Uniqueness of the Indi- research
tive form ofby providing
(or glucose). The brainathen
step-by-step
involves injecting the participant or patient with a radioac-
oxygen takes up visual approach
A young boy being prepped for a brain imaging procedure in an
fMRI machine.
the oxygen during cell metabolism. Thanks to the radioac-
vidual). By understanding that it’s possible to study to the scientific
tive label method.
on the oxygen, scanners and computers can be used to create images of
the brain regions using that oxygen during a certain task. Although the results are
positron emission tomography (PET)
A brain imaging technique that

behavior through different lenses, students learn to very informative, the use of radioactive substances means PET is not completely
risk-free. fMRI is a much safer way to image metabolism in the brain.
measures blood flow to active areas
in the brain.

look for underlying points of view.

Research Process
Fundamentals of Connection Although collecting
1 Research Question observations and conducting research help us choose
­Psychology also encour- Area 25 is a region in the front of the one viewpoint over
Is any part another,
of the brain sometimes
dedicated to seeing faces and no other more than
object? Likewise, one
is there a part ofperspective cantobe
the brain dedicated exclusively correct.
perceiving
places (such as buildings)? If so, are these brain regions equally active when you imagine a face or place and when you actually see one?
brain; it is overly active in people with Consider the psychological disorder of schizophrenia. For years people attributed
ages students to consider depression. A therapy known as
2 Method
the development of this disorder mostly to upbringing, arguing for a pure “nur-
the diverse approaches ture” explanation. Thenplace biological
area, PPA) activatedexplanations, such asandan imbalance of partic-
Previous research had found one distinct part of the brain activated when we see a face (the fusiform face area, FFA) and a different area of the
“deep brain stimulation” can calm this brain (the parahippocampal when we see a place or a building. O’Craven Kanwisher (2000) wanted to confirm this

area down and lead to a sudden ular neurotransmitters, became fashionable. The most recent research suggests
result and extend it by seeing whether the activity was as strong when just imagining faces or places as it was when seeing these images.

to the study of human decrease in depressed symptoms for

thought and behavior.
Connection annotations
appear throughout the
text, emphasizing the
Eight participants were placed inside an fMRI machine and then viewed images of either famous faces or familiar buildings on their university
that schizophrenia emerges
campus. For the imagining fromwerean
condition, participants read interaction
the names of famous people ofandbiological
places and asked to close and environmen-
their eyes and form a
“vivid mental image” of each one.
some people. tal influences—in a very real sense, elements of both explanations are correct
(Moffitt, Caspi,
3 Results & Rutter, 2005). The more open we are to diverse perspectives,
See “Challenging Assumptions in the
the better able we thewill
graph). Moreover, results be to explain
for imagining the thewhole
faces and places showed same patternandof results,often surprising picture of
Results confirmed the FFA showed high activity (% signal change) for faces but low activity for places, whereas the PPA showed the opposite (see
only less strongly.
Treatment of Severe Depression,” in the
chapter “Treatment of Psychological
human behavior.
4 Conclusion
Disorders.” (p. 543) Different regions of the brain are dedicated to very specific kinds of visual stimuli. We know this only because fMRI technology allows us to see
specific areas of brain activity when we are shown different kinds of objects and given different kinds of tasks.

interrelatedness of sub- Connections within and between Chapters

Measuring the Brain 97
fields of psychology. To bring together the various perspectives, we also explicitly connect theories
and findingsUsing thethe
throughout basic
text. structure of a contemporary
Seeing connections is a creative act, and psy-
chological
studyideasto and research findings
exemplify are connected
scientific thinking, sometimes
we walk in obvious ways
and sometimes in surprising ways. Learning to bring together ideas is an impor-
through the “story” of how the research was con-concepts
MAKING SCIENCE ACCESSIBLE tant part of learning to think critically. To facilitate this skill, we connect
both ducted.
within and In
between chapters, as we just did with deep brain stimulation and
the chapter “Sensing and Perceiving
depression. We do so by means of a “Connection” note alongside the primary nar-
Fundamentals of Psychology approaches the science Our
rative, World,”
in which for example,
we provide this feature
section, chapter, illustrates
and page number the easy
to facilitate
of psychology in a straightforward, approachable methodology
access chosen by a researcher to answer the
to these related ideas.

manner to help students develop scientific literacy. question, “Do people from an Eastern culture (Japan)
Beginning with the question “What is science?” in the focus more on and have better recall for objects in the
Quick Quiz
“Introduction to Psychology” chapter, we stress5: No thatOne Perspective
backgroundTells the Whole
and periphery of aStory
scene inthan Psychology
people from
psychology shares with the natural and physical sci- a Western
1. Which of the following is a technique we argue for culture (United States)?”
2. Research on the association between vaccines and autism
ences a way of thinking about theintegrating
world the thatmanyseparates Most chapters
perspectives in psychology? feature expanded coverage on tech-
has shown
a. using not believing everything you think a. no connection between the two.
what we believe from what is real.b. A strong
using focus
the scientific on
method nology and socialb.media and howbetween
a weak connection theytheaffect
two. thought
research and the scientific method in theconnections
c. making “Conducting andchapters
within and between behavior. Forc.example, in thebetween
a strong connection “Social Behavior”
the two.
d. all of the above d. inconclusive results.
Research in Psychology” chapter lays the foundation chapter, we address the concept of groupthink in social
Answers can be found at the end of the chapter.
for s­ ubsequent science-based chapters on neuroscience media as well as the rise of “fake news” sites.

MAKING CONNECTIONS
IN PSYCHOLOGY
Studying Electronic Social Interactions
There are nearly a dozen ways a person can interact withPREFACE xvii
others electronically—
via email, blogs, phone calls, chat rooms, texting, instant messaging, audio or
video chats, gaming (either solo or multiplayer), videos, photos, bulletin boards,
and social network sites (SNSs). Humans have taken to electronic forms of inter-
action like fish to water. As a form of behavior that is evolving at a rapid pace,
APPLYING PSYCHOLOGY
TO EVERYDAY LIFE
One of the perennially difficult tasks we face as
instructors is to connect course material to students’
lives and interests. In Fundamentals of Psychology we
demonstrate the relevance of psychology in multiple
ways in both the text and digital programs.
Psychology in the Real World features show
how psychological research can directly affect peo-
ple’s lives. For instance, how musical training changes
the brain (“Human Development”), and whether
Internet use can become an addiction (“Psychological
Disorders”).
Additional examples in the text make psycho-
logical principles and concepts more concrete by

©McGraw-Hill Global Education Holdings LLC

connecting them to current, real-world experiences;
for instance, in the chapter “Consciousness,” the limits
of attention are underscored with the example of
how ­texting during class prevents attention to the
lecture, and graphics in the chapter “Learning” use
­student-relevant examples of classical and ­operant
­conditioning to make these difficult concepts a
­ ccessible.

A PERSONALIZED EXPERIENCE
THAT LEADS TO IMPROVED LEARNING
AND RESULTS
How many students think
they know everything
about introductory
­psychology, but struggle on the first exam?
Students study more effectively with Connect
and SmartBook.
• SmartBook helps students study more efficiently
by highlighting where in the chapter to focus,
asking review questions, and pointing students to
resources until they understand.
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ize what they’ve learned through application, so
they can better understand the material and think
critically.
• Connect will create a personalized study path
customized to individual student needs.
• Connect reports deliver information regarding
performance, study behavior, and effort. So
instructors can quickly identify students who are
having issues, or focus on material that the class
hasn’t mastered.
THE POWER OF DATA
Fundamentals of Psychology harnesses the power
of data to improve the instructor and student
­experiences.
Step 1. Over the course of three years, data points
showing concepts that caused students the most
difficulty were anonymously collected from the Con-
nect SmartBook for Psychology: Perspectives and
Connections, 3/e.
Step 2. The data from SmartBook was provided to
the authors in the form of a Heat Map, which graph-
ically illustrated “hot spots” in the text that impacted
student learning.
Step 3. Greg Feist and Erika Rosenberg used the Heat
Map data to refine the content and reinforce student
comprehension in the new edition. Additional quiz
questions and assignable activities were created for
use in Connect Psychology to further support student
success.

xviii PREFACE
Result: With empirically based feedback at the
­paragraph and even sentence level, the authors
­developed the new edition using precise student data
to pinpoint concepts that caused students to struggle.

©McGraw-Hill Global Education Holdings LLC

POWERFUL REPORTING
Whether a class is face-to-face, hybrid, or entirely
online, McGraw-Hill Connect provides the tools needed
to reduce the amount of time and energy instructors
spend administering their courses. Easy-to-use course
management tools allow instructors to spend less time
administering and more time teaching, while reports
allow students to monitor their progress and optimize
their study time.
• The At-Risk Student Report provides instruc-
tors with one-click access to a dashboard that into students’ application of the scientific method.
identifies students who are at risk of dropping out For students, Power of Process offers a guided visual
of the course due to low engagement levels. approach to exercising critical thinking strategies
• The Category Analysis Report details student to apply before, during, and after reading published
performance relative to specific learning objec- research. Additionally, utilizing the relevant and
tives and goals, including APA learning goals and engaging research articles built into Power of Process,
outcomes and levels of Bloom’s taxonomy. students are supported in becoming critical consumers
• Connect Insight is a one-of-a-kind visual analyt- of research.
ics dashboard—now available for both instructors
and students—that provides at-a-glance informa-
tion regarding student performance. STUDENT ACTIVE ENGAGEMENT
• The LearnSmart Reports allow instructors and
Concept Clips help students comprehend some of
students to easily monitor progress and pinpoint
the most difficult ideas in introductory psychology.
areas of weakness, giving each student a person-
Colorful graphics and stimulating animations describe
alized study plan to achieve success.
core concepts in a step-by-step manner, engaging
students and aiding in retention. Concept Clips can
be used as a presentation tool in the classroom or for
STUDENT CRITICAL THINKING SKILLS
student assessment. Concept Clips are embedded in
At the Apply and Analyze levels of Bloom’s taxonomy, the eBook to offer an alternative presentation of these
Scientific Reasoning Activities found in Connect challenging topics.
offer in-depth arguments to sharpen students’ critical
thinking skills and prepare them to be more discerning
consumers of psychology in their everyday lives. For
each chapter, there are multiple sets of arguments

©McGraw-Hill Global Education Holdings LLC

accompanied by auto-graded assessments requiring
students to think critically about claims presented as
facts. These exercises can also be used in Connect as
group activities or for discussion.
The Power of Process, now available in McGraw-
Hill Connect, guides students through the process of
critical reading, analysis, and writing. Faculty can
select or upload their own content, such as journal
articles, and assign analysis strategies to gain insight

PREFACE xix
 Interactivities, assignable through Connect,
engage students with content through experiential
activities. Activities include: Perspectives in Psychol-
ogy; Correlations; Neurons; The Brain and Drugs;
The Stages of Sleep; Levels of Processing; Maslow’s
Hierarchy of Needs; Naturalistic Observation; Obser-
vational Learning; Defense Mechanisms; Stereotypes
and Prejudice; Heuristics; Personality Assessment; and
First Impressions and Attraction.
Through the connection of psychology to stu-
dents’ own lives, concepts become more relevant and
understandable. Powered by McGraw-Hill Education’s
Connect Psychology, NewsFlash exercises tie
current news stories to key psychological principles
and learning objectives. After interacting with a con-
temporary news story, students are assessed on their
ability to make the link between real life and research
findings.
Psychology at Work videos, assignable and
assessable within McGraw-Hill Connect, highlight nine
careers in which knowledge of psychology is benefi-
cial in the workplace. Each video introduces a person
at work, who specifies how knowledge gained from
taking introductory psychology in college is applied
to the work environment.
Anatomy and Physiology REVEALED® for
­Psychology McGraw-Hill Education presents an
interactive tool that encourages the exploration of bio-
logical structures related to psychology. Lab Activity
assignments in Connect walk students through virtual
nervous system and cell dissection experiences, includ-
ing views of CT scans, x-ray imaging and histology,
and include illustrated animations that link anatomy to
the biology of behavior.
©McGraw-Hill Global Education Holdings LLC
xx PREFACE
Touring the Brain and Touring the Senses offer
detailed digital overlays of key structures. These tours
provide students with practice in grasping key biolog-
ical structures and processes that are essential to an
appreciation of the role of science in psychology and
success in the course.
SUPPORTING INSTRUCTORS
WITH TECHNOLOGY
With McGraw-Hill Education, you can develop and
tailor the course you want to teach.
Use a different learning
management ­system.
McGraw-Hill Campus
(www.mhcampus.com) provides faculty with true
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content, digital tools, and other high-quality learning
resources from any learning management system.
McGraw-Hill Campus includes access to McGraw-Hill’s
entire content library, including eBooks, assessment
tools, presentation slides, and multimedia content,
among other resources, providing faculty open,
unlimited access to prepare for class, create tests/
quizzes, develop lecture material, integrate interactive
content, and more.
With Tegrity, you can
capture lessons and
lectures in a searchable
format and use them in traditional, hybrid, “flipped
classes,” and online courses. With Tegrity’s
personalized learning features, you can make study
time efficient. Its ability to affordably scale brings this
benefit to every student on campus. Patented search
technology and real-time learning management system
(LMS) integrations make Tegrity the market-leading
solution and service.
Easily rearrange chapters,
combine material from other
content sources, and quickly
upload content you have written, such as your course
syllabus or teaching notes, using McGraw-Hill Educa-
tion’s Create. Find the content you need by searching
through thousands of leading McGraw-Hill Education
textbooks. Arrange your book to fit your teaching
style. Create even allows you to personalize your
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your name, school, and course information. Order a
Create book, and you will receive a complimentary
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about an hour. Experience how McGraw-Hill Educa-
tion empowers you to teach your students your way.
http://create.mheducation.com
TRUSTED SERVICE AND SUPPORT
McGraw-Hill Education’s Connect offers comprehen-
sive service, support, and training throughout every
phase of your implementation. If you’re looking for
some guidance on how to use Connect, or want to
learn tips and tricks from super users, you can find
tutorials as you work. Our Digital Faculty Consultants
and Student Ambassadors offer insight into how to
achieve the results you want with Connect.
INTEGRATION WITH YOUR LEARNING
MANAGEMENT SYSTEM
McGraw-Hill integrates your digital products from
McGraw-Hill Education with your school LMS for
quick and easy access to best-in-class content and
learning tools. Build an effective digital course, enroll
students with ease, and discover how powerful digital
teaching can be.
Available with Connect, integration is a pairing
between an institution’s learning management system
(LMS) and Connect at the assignment level. It shares
assignment information, grades, and calendar items
from Connect into the LMS automatically, creat-
ing an easy to manage course for instructors and
­simple ­navigation for students. Our assignment-level
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i­ntegration is available with Blackboard Learn,
­Canvas by Instructure, and Brightspace by D2L,
giving you access to registration, attendance, assign-
ments, grades, and course resources in real time,
in one location.
INSTRUCTOR SUPPLEMENTS
Instructor’s Manual The instructor’s manual
­provides a wide variety of tools and resources for
­presenting the course, including learning objectives,
and ideas for lectures and discussions.
Test Bank By increasing the rigor of the test bank
development process, McGraw-Hill Education has
raised the bar for student assessment. A coordinated
team of subject-matter experts methodically vetted
each question and set of possible answers for accuracy,
clarity, effectiveness, and accessibility; each question
has been annotated for level of difficulty, Bloom’s
taxonomy, APA learning outcomes, and correspond-
ing coverage in the text. Organized by chapter, the
questions are designed to test factual, conceptual, and
applied understanding. All test questions are available
within TestGen™ software and as Word documents.
PowerPoint Presentations The PowerPoint presenta-
tions, available in a dynamic lecture-ready format and a
WCAG-compliant version, highlight the key points of the
chapter and include supporting visuals. All of the slides
can be modified to meet individual needs.
Image Gallery The Image Gallery features the com-
plete set of downloadable figures and tables from the
text. These can be easily embedded by instructors into
their own PowerPoint slides.
PREFACE xxi
REVIEWERS
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xxii PREFACE
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Acknowledgments
As usual, this project could not have been undertaken and completed without
the dedicated and professional staff at McGraw-Hill Education. Nancy Welcher
as portfolio manager for psychology, spearheaded and went to bat for this
project and had faith in it and us from the outset; our product developer, Sara
Gordus, provided invaluable feedback and helped keep the project on track.
Dawn Groundwater, lead product developer, was also instrumental in overseeing
the project and provided us with the “big picture” perspective. Sandy Wille was
so very helpful in assisting with the technical aspects of seeing this book go into
and through production. A.J. Laferrera has been an untiring marketing manager
for Psychology: Perspectives and Connections and will continue to add his
­professional commitment to Fundamentals of Psychology.
Greg would also like to give heartfelt thanks to his students each semester
whose fresh eyes and minds renew his excitement in how important and fas-
cinating the study of human thought and behavior really is. A semester never
goes by where he is not inspired to include something new in his approach to
teaching based on ideas and questions from students.
Erika would like to thank Greg for his forever partnership and never-­
ending professionalism, their children for their patience, and the staff at
McGraw-Hill for their belief in our message and this project. She is eternally
grateful to Stanley Marshall for his constant reminder to “be here now,” Paul
Ekman for a lifetime of mentorship, and Bica Coffeehouse for supporting her
writing with exceptional macchiato and good cheer!
Finally, although no longer married, Erika and Greg have carried forth
their deep and long-term connection in writing this book and are grateful to
each other for this solid and deep relationship that will always be more than
just professional. Most importantly, we each want to give personal and heartfelt
thanks to what will forever be our best collaborative work—our sons Jerry and
Evan!

PREFACE xxiii
1 Introduction
to Psychology
Chapter Outline
What Is Psychology?
Subdisciplines of Psychology
The Origins of Psychology
Psychological Perspectives: Explaining Human
Behavior
No One Perspective Tells the Whole Story in
Psychology
Making Connections in Psychology
Chapter Review

Challenge Your Assumptions

True or False?
■■ If you are a psychologist you diagnose and treat
mental disorders. (see page 5)
■■ Psychology is made up of many different
subfields. (see page 9)
■■ Psychologists agree that most of human thought
and behavior cannot be explained by one
perspective. (see page 22)
■■ Critical thinking involves seeing only the
weaknesses and flaws in ideas. (see page 22)
Another random document with
no related content on Scribd:
The Project Gutenberg eBook of Good men and
true, and Hit the line hard
 This ebook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
or re-use it under the terms of the Project Gutenberg License
included with this ebook or online at www.gutenberg.org. If you
are not located in the United States, you will have to check the
laws of the country where you are located before using this
eBook.

Title: Good men and true, and Hit the line hard

Author: Eugene Manlove Rhodes

Illustrator: Harvey Dunn

Release date: April 4, 2024 [eBook #73330]

Language: English

Original publication: New York: Grossett & Dunlap, 1910

Credits: D A Alexander, David E. Brown, and the Online

Distributed Proofreading Team at https://www.pgdp.net
(This file was produced from images generously made
available by The Internet Archive)

*** START OF THE PROJECT GUTENBERG EBOOK GOOD MEN

AND TRUE, AND HIT THE LINE HARD ***
“And how are we now, my young friend?”—Page 39.
 GOOD MEN AND
TRUE
AND
HIT THE LINE HARD
BY
EUGENE MANLOVE RHODES

AUTHOR OF
BRANSFORD OF RAINBOW RANGE,
THE DESIRE OF THE MOTH,
WEST IS WEST, Etc.

ILLUSTRATIONS BY
H. T. DUNN

NEW YORK
GROSSET & DUNLAP
PUBLISHERS
Made in the United States of America
 Copyright, 1910, by
HENRY HOLT AND COMPANY

Copyright, 1920, by
THE H. K. FLY COMPANY
 ILLUSTRATIONS
PAGE
“And how are we now, my young friend?” Frontispiece
They pulled him down, fighting savagely 166
 GOOD MEN AND TRUE
Chapter I

“I always thought they were fabulous monsters.

Is it alive?”

—The Unicorn.

SUN and wind of thirty-six out-of-door years had tanned Mr. Jeff
Bransford’s cheek to a rosy-brown, contrasting sharply with the
whiteness of the upper part of his forehead, when exposed—as now
—by the pushing up of his sombrero. These same suns and winds
had drawn at the corners of his eyes a network of fine lines: but the
brown eyes were undimmed, and his face had a light, sure look of
unquenchable boyishness; sure mark of the unattached, and
therefore carefree and irresponsible man, who, as the saying goes,
“is at home wherever his hat is hung.”
The hat in question was a soft gray one, the crown deeply creased
down the middle, the wide brim of it joyously atilt, merging insensibly
from one wavy curve into another and on to yet a third, like Hogarth’s
line of beauty.
Mr. Bransford’s step was alert and springy: perhaps it had even a
slight, unconscious approach to a swagger, as of one not unsatisfied
with himself. He turned at the corner of Temple Street, skipped
lightsome up a stairway and opened an office door, bearing on its
glass front the inscription:
SIMON HIBLER
ATTORNEY-AT-LAW
“Is Mr. Hibler in?”
The only occupant of the room—a smooth-faced and frank-eyed
young man—rose from his desk and came forward.
“Mr. Hibler is not in town.”
“Dee-lightful! And when will he be back?” The rising inflection on the
last word conveyed a resolute vivacity proof against small
annoyances.
“To tell you the truth, I do not know. He is over in Arizona, near San
Simon—for change and rest.”
“H’m!” The tip of the visitor’s nose twitched slightly, the brown eyes
widened reflectively; the capable mouth under the brown mustache
puckered as if to emit a gentle whistle. “He’ll bring back the change.
I’ll take all bets on that. San Simon! H’m!” He shrugged his
shoulders, one corner of his mouth pulled down in whimsical fashion,
while the opposite eyebrow arched, so giving his face an
appearance indescribably odd: the drooping side expressive of
profound melancholy, while the rest of his face retained its habitual
look of invincible cheerfulness. “San Simon! Dear, oh dear! And I
may just nicely contemplate my two thumbs till he gets back with the
change—and maybeso the rest!” He elevated the thumbs and cast
vigilant glances at each in turn: half-chanting, dreamily:
“‘O, she left her Tombstone home
For to dwell in San Simon,
And she run off with a prairie-navigator.’
—Ran off, I should say.” His nose tweaked again.
The clerk was a newcomer in El Paso, hardly yet wonted to the
freakish humor and high spirits that there flourish unrebuked—and
indeed, unnoticed. But he entered into the spirit of the occasion. “Is
there anything I can do?” he inquired. “I am Mr. Hibler’s chief—and
only—clerk.”
“No-o,” said the visitor doubtfully, letting his eyes wander from his
thumbs to the view of white-walled Juarez beyond the river. “No-o—
That is, not unless you can sell me his Rainbow ranch and brand for
less than they’re worth. Such is my errand—on behalf of Pringle,
Beebe, Ballinger and Bransford. I’m Bransford—me.”
“Jeff Bransford? Mr. Hibler’s foreman?” asked the young man
eagerly.
“Mr. Jeff Bransford—foreman for Hibler—not of,” amended Bransford
gently. His thumbs were still upreared. Becoming suddenly aware of
this, he fixed them with a startled gaze.
“Say! Take supper with me!” The young man blurted out the words.
“Mr. Hibler’s always talking about you and I want to get acquainted
with you. Aughinbaugh’s my name.”
Bransford sat down heavily, thumbs still erect, elbows well out from
his side, and transferred his gaze, with marked respect, to the clerk’s
boyish face, now very rosy indeed.
Jeff’s eyes grew big and round; his lips were slightly parted; the
thumbs drooped, the fingers spread wide apart in mutual dismay.
Holding Aughinbaugh’s eyes with his own, he pressed one
outspread hand over his heart. Slowly, cautiously, the other hand
fumbled in a vest pocket, produced notebook and pencil, spread the
book stealthily on his knee and began to write. “‘A good name,’” he
murmured, “‘is rather to be chosen than great riches.’”
But the owner of the good name was a lad of spirit, and had no mind
to submit tamely to such hazing. “See here! What does a cowboy
know about the Bible, anyway?” he demanded, glaring indignantly. “I
believe you’re a sheep in wolves’ clothing! You don’t talk like a
cowboy—or look like a cowboy.”
Jeff glanced down at his writing, and back to his questioner. Then he
made an alteration, closed the book and looked up again. He had a
merry eye.
“Exactly how does a cowboy look? And how does it talk?” he asked
mildly. He glanced with much interest over as much of his own
person as he could see; turning and twisting to aid the process. “I
don’t see anything wrong. Is my hair on straight?”
“Wrong!” echoed Aughinbaugh severely, shaking an accusing finger.
“Why, you’re all wrong. What the public expects——”
Mr. Bransford’s interruption may be omitted. It was profane. Also, it
was plagiarized from Commodore Vanderbilt.
“You a cowboy! Yah!” said Aughinbaugh in vigorous scorn. “With a
silk necktie! Everybody knows that the typical cowboy wears a red
cotton handkerchief.”
“How long since you left New York?”
“Me? I’m from Kansas City.”
“Same thing,” said Bransford coldly. “I mean, how long since you
came to El Paso? And have you been out of town since?”
“About eight months. And I confess that my duties—at first in the
bank and afterwards here, have kept me pretty close, except for a
trip or two to Juarez. But why?”
“Why enough!” returned Jeff. “Young man, young man! I see the
finger of fate in this. It is no blind chance that brought me here while
Hibler was away. It was predestined from the foundations of earth
that I was to come here at this very now to explain to you about
cowboys. I have the concentrated venom of about twenty-one years
stored away to work off on somebody, and I feel it in my bones that
you are the man. Come with me and I will do you good—as it says in
mournful Numbers. You’ve been led astray. You shouldn’t believe all
you read and only half what you see.
“In the first place, take the typical cowboy. There positively ain’t no
sich person! Maybe so half of ’em’s from Texas and the other half
from anywhere and everywhere else. But they’re all alike in just one
thing—and that is that every last one of them is entirely different from
all the others. Each one talks as he pleases, acts as he pleases and
—when not at work—dresses as he pleases. On the range though,
they all dress pretty much alike.—Because, the things they wear
there have been tried out and they’ve kept only the best of each kind
—the best for that particular kind of work.”
“They ‘proved all things and held fast that which was good,’”
suggested Aughinbaugh.
“Exactly. For instance, that handkerchief business. That isn’t meant
as a substitute for a necktie. Ever see a drought? If you did, you
probably remember that it was some dusty. Well—there’s been a
steady drought out here for two hundred and eight million years
come August. And when you drive two, three thousand head of
cattle, with four feet apiece, to the round-up ground and chouse ’em
’round half a day, cutting out steers, the dust is so thick a horse can’t
fall down when he stumbles. Then mister cowboy folds his little
hankie, like them other triangles that the ladies, God bless ’em, with
their usual perversity, call ‘squares,’ ties the ends, puts the knot at
the back of his neck, pulls the wide part over his mouth and up over
the bridge of his nose, and breathes through it! Got that? By
heavens, it’s a filter to keep the dust out of your lungs, and not an
ornament! It’s usually silk—not because silk is booful but because it’s
better to breathe through.”
“Really, I never dreamed——” began Aughinbaugh. But Jeff waved
him down.
“Don’t speak to the man at the wheel, my son. And everything a
cowboy uses, at work, from hat to boots, from saddle to bed, has just
as good a reason for being exactly what it is as that handkerchief.
Take the high-heeled boots, now——”
“Dad,” said Aughinbaugh firmly. “I am faint. Break it to me easy. I
was once an interior decorator of some promise, though not a
professional. Let me lead you to a restaurant and show you a
sample of my skill. Then come round to my rooms and tell me your
troubles at leisure. Maybe you’ll feel better. But before you explain
your wardrobe I want to know why you don’t say ‘You all’ and ‘that-a-
way,’ ‘plumb’ and ‘done gone,’ and the rest of it.”
“I do, my dear, when I want to,” said Bransford affectionately.
“Them’s all useful words, easy and comfortable, like old clothes and
old shoes. I like ’em. But they go with the old clothes. And now, as
you see, I am—to use the metropolitan idiom—in my ‘glad rags’ and
my speech naturally rises in dignity to meet the occasion. Besides,
associating with Beebe—he’s one of them siss—boom—ah! boys—
has mitigated me a heap. Then I read the signs, and the brands on
the freight cars. And I’ll tell you one more thing, my son. A large
proportion—I mean, of course, a right smart chance—of the cowboys
are illiterate, and some of them are grand rascals, but they ain’t none
of ’em plumb imbeciles. They couldn’t stay on the job. If their brains
don’t naturally work pretty spry, things happen to ’em—the chuck-
wagon bunts ’em or something. And they all have a chance at ‘the
education of a gentleman’—‘to ride, to shoot and to speak the truth.’
They have to ride and shoot—and speakin’ the truth comes easier
for them than for some folks, ’cause if speaking the aforesaid truth
displeases any one they mostly don’t give a damn.”
“Stop! Spare me!” cried Aughinbaugh. He collapsed in his chair,
sliding together in an attitude of extreme dejection. “My spirits are
very low, but——” He rose, tottered feebly to his desk and took
therefrom a small bottle, which, with a glass, he handed to
Bransford.
“Thanks. But you—you’re a tee-totaler?” said Jeff.
“A—well—not exactly,” stammered Aughinbaugh. “But I have to be
very careful. I—I only take one drink at a time!” He fumbled out
another glass.
“I stumble, I stumble!” said Bransford gravely. He poured out a small
drink and passed the bottle. “‘I fill this cup to one made up!’”—He
held the glass up to the light.
“Well?” said Aughinbaugh, expectantly. “Go on!”
“That description can’t be bettered,” said Bransford.
“Never will I drink such a toast as that,” cried Aughinbaugh, laughing.
“Let me substitute, Here’s to our better acquaintance!”
 Chapter II

“Life is just one damn thing after another.”

—A Nameless Philosopher.

AUGHINBAUGH closed the door behind him and paused, vastly

diverted. His entrance had passed unnoted, muffled by the jerky
click-click of the typewriter on which Jeff Bransford toiled with painful
absorption. On Jeff’s forehead little beads of sweat stood out,
glistening in the lamp-light. He scanned the last line, scowled
ferociously, and snapped the platen back. His uncertain fingers
twitched solicitously above the keys. Aughinbaugh chuckled
offensively.
“‘Yond Cassius has a lean and hungry look;
He thinks too much: such men are dangerous.’”
he declaimed.
Jeff whirled around. “Hello, here you are! Any news from our
employer?” He rose with a sigh of relief and mopped his brow. “Gee!
I’ve got to work the Jim-fidgets out of my fingers.”
Ignoring the query, Aughinbaugh took a step forward, drew up his
slender frame, inflated his chest, spread one hand upon it, and threw
up his other hand with a flourish of limber fingers. “‘Now is the time,’”
he spouted forth at Bransford, mouthing the well-known words, “‘for
all good men and true to come to the aid of the party!’”
Jeff grinned sheepishly. “I’ll dream that cussed thing to-night. How
long did it take you to learn to play a tune on this fool contraption,
anyhow?”
“It took me three months—to play on it anyhow. But then I already
knew how to spell. I’ve been at it two years since and am still
improving. I should estimate that you would need about eight years.
Better give it up. Try a maul or a piledriver. More suited to your
capabilities. Why, Jeff, a really good stenographer can do first-class
work in the dark.”
“Eight years? George, you’re an optimist. I’ve worked two solid hours
on this one ‘simple little sentence,’ as you call it, and I’ve never got it
right once. Sometimes I’ve come within one letter of it. Once I made
a mighty effort and got all the letters right, but I forgot to space and
ran the words together. And say—that simple little sentence hasn’t
got near all the letters in it. B, j, k, q, v, x and z are left out.”
“Here, then—here’s one that contains every letter: ‘A quick move by
the enemy will jeopardize six fine gunboats.’”
Jeff pulled pad and pencil to him. “Give me that again and I’ll take it
down.” Repeating the alphabet slowly, he canceled each letter as he
went. “Right you are! Say, the fellow that got that up was on the job,
wasn’t he? Why didn’t you give me this one in the first place?
Wonder if it’s possible to get ’em all in another sentence as short?”
“I think not,” said Aughinbaugh. “It’s been tried. But I don’t share your
admiration for the last one. Besides reeking of militarism abhorrent to
my peaceful disposition, it is stiff, labored, artificial and insincere.
Compare it with the spontaneity, the beauty, the stately cadences,
the sonorous fire, the sweep and swing of the simple, natural appeal:
‘Now is the time for all good men and true to come to the aid of the
party!’”
If it has ever been your privilege to observe a wise old she-bear
watching her cubs at play and to note the expression of her face—
half patience, tolerance, resignation; the remainder pride and
approval—you will know exactly how Jeff looked. As for
Aughinbaugh, he bore himself grandly, chin up. His voice was
vibrant, resonant, purposeful; his eyes glowed with serious and lofty
enthusiasm: no muscle quivered to a smile.
“Why, there is philosophy in it! The one unvarying factor of the
human mind,” he went on, “is the firm, unbiased conviction that I am
right, and all opposition necessarily, consciously and wilfully wrong.
This belief is the base and foundation of all human institutions, of
sectionalism, caste, creeds, parties, states, of patriotism itself. It is
the premise on which all wars are based. Mark, now, how human
nature speaks from its elemental depths in the calm, complacent, but
entirely sincere assumption that all good men and true will be
unconditionally with the party!”
He warmed to his subject; he strode back and forth; he smote open
palm with clenched fist in vehement gesture. Jeff snickered. George
rebuked him with a stern and withering glance.
“I grant you that b, j, k, q, v, x and z are omitted. But what are b, j, k,
q, v, x and z in comparison to the chaste perfection of this immortal
line? Let them fitly typify the bad men and false who do not come to
the aid of the party. Injustice is only what they deserve!”
Consigning b, j, k, q, v, x and z to outer darkness with scornful,
snapping fingers, he poured a glass of water, sipped it slowly, with
resolute suppression of his Adam’s apple, fixed Jeff with another
severe glance, paused impressively, rose to his tiptoes with both
hands outspread, and continued:
“Why, sir, this is the grandest line in literature! It should hang on
every wall, a text worked on a sampler by tender, loving hands! It is a
ready-made watchword, a rallying cry for any great cause! It might
be sung by marching thousands. When, in a great crisis, the mighty
statesman, the intellectual giant between whose puny legs we petty
men do creep and peer about, has proclaimed the Fla-ag in Danger;
has led us to stand at the parting of the ways; has shown that the
nation must make irrevocable choice of good or evil; when our hearts
are thrilled with the consciousness of our own virtue——” he sprang
to a chair and flaunted his handkerchief in rhythmical waves—“this,
then, is his crashing peroration: ‘Now is the time for all good men
and true to come to the aid of the party!’”
Bowing gracefully, he carefully parted imaginary coat-tails and
seated himself, beaming.
Jeff lolled contentedly back in his chair, puffing out clouds of smoke.
“That’s a fine line of talk you get out. You sure did a wise thing when
you quit the bank and took to studying law. You have all the
qualifications for a successful lawyer—or a barker for a sideshow.”
He tapped out his pipe and yawned lazily. “I infer from your slurring
remarks about solemn, silly twaddle that you are not permanently
tagged, classified, labeled and catalogued, politically?”
“I am a consistent and humble follower,” replied George, “of the wise
Democritus, who, as I will explain for the benefit of your benighted
ignorance, is known as the Laughing Philosopher. I laugh. Therefore
I can truthfully say, to paraphrase the words of a famous leader, ‘I
am a Democrit!’”
Jeff showed his teeth. “I guess I am, too—but I didn’t know what it
was till you told me. Now I have a party, at last—and now is the time
for all good men and true—and that reminds me, my young and
exuberant friend, that you have not yet told me when our esteemed
and respected employer intends to return.”
“I do not quite like the tone you adopt in speaking of Mr. Simon
Hibler,” said George icily. “It smacks of irreverence and presumption.
Still less do I relish your persistent reference to him as ‘our’
employer. It amounts to an assumption of a certain equality in our
respective positions that I cannot for an instant tolerate.” He strutted
to the hearthrug and turned his back to the fire; he fiddled with his
watch-chain; tone and manner were heavily pompous. “In a way, of
course, Mr. Hibler might be said to employ us both. But I would have
you realize that a vast gulf separates the social status of a lowly
cow-servant, stolid and stunned, a brother to the ox, from that of an
embryo Blackstone—like myself. I accept a position and receive a
salary. You take a job and draw wages. Moreover, a lawyer’s clerk
marries the youngest daughter and is taken into the firm. By the way,
Hibler has no daughter. I must remind him of this. ‘Hibler &
Aughinbaugh, Counselors at Law.’ That’ll look good in silver letters
on a sanded, dark-blue background, eh, Jefferson? But soft!
methinks my natural indignation has diverted me from your question.
No, my good fellow, I do not know when Mr. Hibler is returning to El
Paso. Are you already tired of urban delights, Mr. Bransford?”
“I was tired of urban delights,” remarked Mr. Bransford, “before you
were out of short dresses. However, I’ve waited this long and I’ll stay
right here in El Paso till he comes. I bore myself some, daytimes, but