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Chapter 2: Where to Start

Demonstration: Applying Systematic Observation to Figure Out What’s in the Bag

Relevant Learning Objectives: 1, 2, 5 plus vocabulary (e.g., parsimony, falsifiability)

Estimated In-Class Time: 30-40 minutes, including discussion
Class Size: easier with smaller classes (<50), but manageable with at least 100

This demonstration relies on metaphor to enable students to experience the iterative process
of scientific inquiry. Each group of 4-5 students is given an opaque sealed bag with a
mysterious object in it. Their task is to guess what is in the bag through a repeated process of
generating hypotheses, gathering “data” to test them, revising their hypotheses, and so on. It
is discussed fully by Powner (2006); let me describe how it looks in my classroom.

Planning ahead. Determine how many bags you need to prepare, so that each group of 4-5
students receives one bag. For my class of 100 students, I prepare 20 bags. Acquire opaque,
cloth bags that seal completely so the students can’t peak (e.g., with Velcro, or staples or
whatever). The cloth will need to be thin enough for students to be able to feel the objects
within. If you’re handy with the sewing machine, make your own. I purchased brown pillow
cases and seal them at the top by tying ribbon around them. Then, gather oddly-shaped objects
from the dollar store or around your house. Powner discusses some of the objects she has
used; I have also used sealed lip balm (which can get a bit messy!), a toy doctor’s kit, stickers,
cat toys, a bicycle bell, and even left a bag empty once.

Successful execution. I highly recommend reading Powner’s description and taking the time to
visualize how this will work. I’ll summarize here. Divide the class into groups of 4-5, and set one
of the bags on the table/desk for each team. Explain that their task is to identify the object in
the bag with as much detail as possible. For the first two minutes, they are to generate
hypotheses about what it is likely to be based only on what they can observe as it sits on the
table. After two minutes are up, announce it is time to use any method except opening or
peeking in the bag to develop a detailed hypothesis about what it is. Suggest they consider size,
colour, materials, and uses or functions. You might choose to have each group nominate a
recorder who notes the hypotheses as they change throughout the process.

As they test out and revise their hypotheses, you as the instructor can circulate and observe.
Ask questions to press for more complete or detailed descriptions. If two groups finish early,
trade objects and let them do another. If a group is stuck between two hypotheses, prompt
them to devise a test to discriminate between them. Ask groups to identify what assumptions
their making, to acknowledge what they might never be able to find out. If a group is really
stuck and has no idea, ask them to try to link it to concepts from memory (how is it similar to or
different from other objects).

Discussion. The discussion is critical to help students gain educational value from this fun
activity. You might start by mapping on the item that’s in their bag to unobservable
psychological constructs in general – or let the students come up with this metaphor. Basically,
my message is this: We never get to crack open someone’s skull and measure the size of a
personality trait or self-esteem or whether they just lied to us, etc. We gather data in the most
systematic ways we can, recognizing it’s imperfect, but gain more knowledge as we modify our
hypotheses and gather more data. From there, Powner offers numerous options. One option is
to start the discussion is to have students open their texts to Chapters 1 and 2 and identify
vocabulary words and other ideas that they can connect to this activity. Common connections
will include hypothesis, falsifiability, observation, description (without manipulation). From my
experience, some of the richest discussions surround falsifiability. It can be a challenging
concept for students to grasp at first because they need to realize that just because a
hypothesis is falsifiable doesn’t mean it’s false. Moving from round one of this activity (where
they can’t touch the object) to round two (where they can) tends to illuminate this particular
point quite well.

Demonstration: You are the Reviewer!

Relevant Learning Objectives: 1, 2, 5

Estimated In-Class Time: 20 minutes
Class Size: any

I use this demonstration for two purposes: (1) to highlight differences among predictions,
hypotheses, and theories, and (2) to bridge toward operational definitions and designing their
own research. Basically, I describe an obviously flawed study after warning students that they
will have the chance to be reviewers. They should note any problem with the method on a
sticky note (one problem per note). My description goes something like this…

Let’s say that we know from past research that people with high self-esteem not
only feel good about themselves, but they also feel good in general. Let’s also say we
know from past research that people who feel good in general tend to be more
productive than those who don’t. These two lines of research lead us to our theory:
High self-esteem leads to positive outcomes. [Pause to have students identify
independent variable and dependent variable, noting that this is a causal statement.]

First we want to find out if there is any relationship between self-esteem and positive
outcomes, before we try to manipulate these variables in an experiment. Study 1’s
hypothesis: “There is a positive relationship between self-esteem and academic
performance.” Method is to ask 100 participants using the following operational
definitions: self-reported self-esteem scores on the Rosenberg Self-Esteem Scale (a
very common measure), and self-reported academic average. Study 1’s prediction:
“As self-esteem scores increase, grades will increase.” These two variables are
positively correlated (.76), therefore high self-esteem causes high academic
performance.
At this point, I ask students using a clicker question to report whether they would recommend
this study for publication, a light revise and resubmit, a heavy revise and resubmit, or
rejection. I always have a high number of students vote to accept or lightly revise this study…
until the discussion!

Students bring their sticky notes up to the board, where I sort them. In a very large class
(>100), you may wish to invite students in a section of the room, or just those who are
particularly keen. Typically, the two major flaws are identified by many students: inappropriate
causal conclusion from correlational data, and reliance on self-report for academic average.
Other flaws are also brought up and can be useful points of discussion (e.g., some note that
100 people form a tiny sample, which prompts a discussion of typical sample sizes in
psychology). After this discussion, I have a re-vote using clickers, and almost everyone now
chooses rejection, or at least heavy revise and resubmit.

I then describe a follow-up study that uses academic average as obtained (with permission) by the
registrar’s office. Now the correlation drops to zero. Students then work in groups to come up with
a revision to the original theory (i.e., high self-esteem leads to positive outcomes) that accounts for
both results. Without fail, at least one group revises the theory in a way consistent with research
findings on self-esteem (i.e., high self-esteem leads to positive memory bias).
Although I make up the data and the design specifics, the substantive message is based on
findings from Baumeister, Campbell, Krueger, & Vohs (2003) in Psychological Science in the
Public Interest (a thorough literature review on self-esteem).

Demonstration: Searching for Articles as Novices and Experts

Relevant Learning Objectives: 4, perhaps 3 depending on how you use it

Roughly Estimated In-Class Time: 10 minutes or more, depending on discussion
Class Size: any

While connected to the projection screen, open your institution’s library catalogue and invite
students to generate terms to search. Use common psychological terms like “attachment” or
“cheating” to generate thousands of hits. Help students narrow results by refining the search
terms. Use the same search terms in Scholar.google.ca to prompt awareness of the differences
in the type of results.

It is useful to keep in mind the difference between what the expert sees and what the novice sees
in the results. It’s been my experience that acknowledging this gap can be helpful for students. For
example, when I use this demonstration to search for peer reviewed articles about “eHarmony”
online dating service (a topic we’ve previously explored using the Online Dating activity from
Chapter 1), I first show the results from Google Scholar. I ask “what do you notice?” and students
often start reading the titles. Then I note aloud that the first place I look is the source. The first
entry is from “Journal of personality and …” which I know probably means the
top-tier journal “Journal of Personality and Social Psychology” so that entry catches my
attention. The second two are Patents, so I’m not interested in them—I know that they’re not
peer reviewed research. Then we switch over to PsycINFO and it becomes clear quickly the
benefit to selecting “peer reviewed scholarly articles only” especially for novice learners. I try
to remember to mention that I don’t expect them to see what I see right away, but these are
the kinds of details that will be helpful to learn to detect. Until then, it’s going to be harder for
them to find relevant sources than it is for experts.

Variations: inviting individual students or small groups of students to use their devices to conduct
their own searches and report what they find; use as the opening demonstration to introduce the
next Beyond the Classroom Activity or assignment; ask students to report at the end of the demo
what they learned (one of the most common responses I get is an appreciation for PsycINFO’s
search limiting ability); open the pdf of an article and show an example of each of the sections in
the article and what information they can expect to find (or invite students to make predictions
based on their readings about what they should be able to find in the different sections).

Beyond the Classroom Activity: Finding Journal Articles

Relevant Learning Objectives: 1, 3, 4

Estimated In-Class Time: none to 20 minutes or more, depending on how you use it
Class Size: any

Ask students to choose a topic and then search for past literature using PsycINFO or Web of
Science. They should write down or print information on the author, title, date of publication,
and so forth on each article. Finally, they should try to track down one of the articles. This is a
good time to point out how important it is to follow your library's procedures for accessing
articles using these databases; otherwise, it can be frustrating to search for articles that are
accessible only for a price.

You may wish to choose the topic students are seeking. For example, you could build off of
the Online Dating activity from Chapter 1, and direct students to find empirical articles testing
the efficacy of such sites. Compare what articles they find using scholar.google.ca versus
PsycINFO versus Web of Science.

This activity could be used as a graded, take-home assignment, an in-class activity,

and/or a discussion starter. A possible handout with guiding questions for this exercise is
included as Handout 1 in Part III of the instructor's manual.

In-Class Activity: Using a Reference Manager

Relevant Learning Objectives: 4

Roughly Estimated In-Class Time: 15 minutes or more, depending on choices
Class Size: any

Check with your institution’s library system to find out about what online reference manager
options are available for your students to use. Some examples of reference managers include
Zotero, RefWorks, Mendeley, and EndNote. These services allow users to record and organize
the reference and link to an article, some can generate APA style references for them, and
some can allow sharing of folders to facilitate group work. These handy tools will help students
learn to keep track of articles they find relevant to their search and also allow them to generate
a reference page that follows APA style.

In class, there are many ways to share this type of resource. One might be to conduct a live
demonstration of how a system like this works, perhaps in conjunction with earlier activities
such as “Searching for Articles as Novices and Experts”. This activity is also a great opportunity
for a guest speaker. Your subject librarian might be delighted by the invitation to share
strategies for finding articles and using reference managers with your class. An added bonus:
the students get to meet an important person who can help them learn skills that now seem so
straightforward and obvious to us academics!

Resources:
Koerner Library, University of British Columbia. Citation Management Support.
http://koerner.library.ubc.ca/services/research-commons/citation-management/
PennState University Libraries. (October 2014). Choosing a citation manager. Retrieved
from https://www.libraries.psu.edu/psul/lls/choose_citation_mgr.html
Comparison of reference management software. Wikipedia.
https://en.wikipedia.org/wiki/Comparison_of_reference_management_software

In-Class or Beyond the Classroom Activity: Navigating a Database

Relevant Learning Objectives: 4
Roughly Estimated In-Class Time: none to 20 minutes or more, depending on how you use it
Class Size: any

Modify the following handout to fit your specific institutional library system, and perhaps topic
area. You might also add questions that facilitate comparisons between academic databases
and Google Scholar.

Library Activity

To complete this assignment, you must use the [ERIC, PsycINFO, LUIS, PubMed, etc] database
through our institution’s library system. You might need to sign in, especially if you are
accessing it from off campus. A link is available here: _.

1. How many database entries are there with the keyword (key concept) attachment?
2. How many peer-reviewed journal articles have been published by someone with
exactly the same last name as yours?
3. How many journal articles by Philip Zimbardo appear in the database?
4. How many journal articles by David Buss appear in the database?
5. How many database entries have the word persuasion in the title?
6. How many database entries are there with the subject schizophrenia that were
published in 2004?
7. Since March, 2009, how many journal articles are there with the keyword depression?
8. How many database entries have both schizophrenia and depression as keywords?
9. How many database entries have depression as a keyword but not schizophrenia as
a keyword?
10. How many database entries have discrimination as a keyword and the word social in
the journal title?

Adapted from A. Janowsky, University of Central Florida (2009).

Reference Articles

Ault, R. (1999). What goes where? An activity to teach the organization of journal articles. In M.
E. Ware & C. L. Brewer (Eds.), Handbook for teaching statistics and research methods (2nd
ed.; pp. 230). New Jersey: Erlbaum.

Cameron, L. & Hart, J. (1999). Assessment of PsycLit competence, attitudes, and instructional
methods. Pp. 157-161. In M. E. Ware & C. L. Brewer (Eds.), Handbook for teaching
statistics and research methods (2nd ed.; pp. 230). New Jersey: Erlbaum.

Connor-Greene, P. A. & Greene, D. J. (2002). Science or snake oil? Teaching critical evaluation
of “research” reports on the internet. Teaching of Psychology, 29, 321–324.

Joswick, K. (1999). Getting the most from PsycLit: Recommendations for searching. In M. E. Ware
& C. L. Brewer (Eds.), Handbook for teaching statistics and research methods (2nd ed.;
pp. 162-166). New Jersey: Erlbaum.

Marmie, W. R. (1999). Using an everyday memory task to introduce the method and
results sections of a scientific paper. In M. E. Ware & C. L. Brewer (Eds.), Handbook for
teaching statistics and research methods (2nd ed.; pp. 196-198). New Jersey: Erlbaum.

Merriam, J., LaBaugh, R. T., & Butterfield, N. E. (1999). Library instruction for psychology majors:
Minimum training guidelines. In M. E. Ware & C. L. Brewer (Eds.), Handbook for teaching
 statistics and research methods (2nd ed.; pp. 154-156). New Jersey: Erlbaum.

Poe, R. E. (1999). A strategy for improving literature reviews in psychology courses. In M. E. Ware
& C. L. Brewer (Eds.), Handbook for teaching statistics and research methods (2nd ed.;
pp. 167-168). New Jersey: Erlbaum.

Powner, L. C. (2006). Teaching the scientific method in the active learning classroom. PS:
Political Science and Politics, 39, 521-524.

Sample Answers for Questions in the Text

Deepen Your Understanding Question

1. Think of at least five “commonsense” sayings about behaviour (e.g., “Spare the rod, spoil
the child”; “Like father, like son”; “Absence makes the heart grow fonder”). For each,
develop a hypothesis that is suggested by the saying and a prediction that follows from
the hypothesis (based on Gardener, 1988.)

A proverb or commonsense saying is "opposites attract" – the general hypothesis is that

people with very different personality traits are more attracted to one another than are
people with similar characteristics. A specific prediction might be that dating couples in
which one person is highly dominant and the other low on dominance will be more
attracted to one another than couples in which both people are similar in dominance. A
list of such proverbs may be found at this website:
http://www.corsinet.com/braincandy/proverb.html

2. Choose one of the hypotheses formulated in Activity Question 1 and develop a strategy for
finding research on the topic using the computer database in your library.

Students’ answers will vary based on the selected hypothesis. Some students might create
a list of key terms that they would use to find research studies. After that, students could
perform a general search in the library’s computer database using the proverb alone. Then,
students could go through the search results and select articles that they think are related
to the topic.

3. Recall that theories serve two purposes: (1) to organize and explain observable events and
(2) to generate new knowledge by guiding our way of looking at these events. Identify a
consistent behavior pattern in yourself or somebody close to you (e.g., you consistently get
into an argument with your sister on Friday nights). Generate two possible theories
(explanations) for this occurrence (e.g., because you work long hours on Friday, you’re
usually stressed and exhausted when you get home; because your sister has a chemistry
quiz every Friday afternoon and she’s not doing well in the course, she is very irritable on
Fridays). How would you gather evidence to determine which explanation might be
correct? How might each explanation lead to different approaches to changing the
behavior patterns (e.g., to increase or decrease their occurrence)?

Students’ answers will vary, depending on the observable event. One option: students
could make a list of observations that would help support or refute a particular explanation
(this strategy could also reinforce concepts such as falsifiability, parsimony, and
confirmation bias).
 Slides Prepared by
Craig Blatz, MacEwan
University

© 2016 McGraw-Hill Education

LO1. Describe the different sources of ideas
for research, including questioning common
assumptions, observation, practical problems,
theories, and past research.

LO2. Identify the two functions of a theory

© 2016 McGraw-Hill Education Limited 2

LO3. Summarize the information included in
each of the sections of a research article
LO4. Compare and contrast different ways to find
past research.
LO5. Discuss how a hypothesis differs from a
prediction and a theory.

© 2016 McGraw-Hill Education Limited 3

 LO1

• Questioning common assumptions;

“common sense”
• Observations of the world around us
(serendipity)
• Practical problems
• Past research
• Theories

© 2016 McGraw-Hill Education Limited 4

 LO2

• A system of logical ideas proposed to explain a

particular phenomenon
• Two functions
• Organizes and explain observations

• Generates new knowledge

• Can be modified by new research

© 2016 McGraw-Hill Education Limited 5

 LO3

• Abstract
• Introduction
• Method
• Results
• Discussion

© 2016 McGraw-Hill Education Limited 6

 LO3

• A summary of the research report

• 120 words or less

• Includes the hypothesis, procedure, and the

broad pattern of results

© 2016 McGraw-Hill Education Limited 7

 LO3

• Summarizes past research and relevant

theories

• Outlines the problems investigated

• Hypotheses are introduced and connected to past

research

© 2016 McGraw-Hill Education Limited 8

 LO3

• Made up of subsections

• Overview of design

• Characteristics of participants*

• Procedure

• Equipment or testing materials

© 2016 McGraw-Hill Education Limited 9

 LO3

Findings presented in three ways:

• Description in narrative form

• Description in statistical language

• Material in table or graphs

© 2016 McGraw-Hill Education Limited 10

 LO3

• Review research from various perspectives

• Present methodological weaknesses

and/or strengths
• Explain how the results compare with past
results

© 2016 McGraw-Hill Education Limited 11

 LO3

• Include suggestions for practical applications

• Include suggestions for future research on the topic

© 2016 McGraw-Hill Education Limited 12

 LO3

• Throughout the paper, authors put a brief

citation at the end of sentences
• These give credit for ideas that are not the
authors

• At the end, authors include a reference

section that gives details of these papers

© 2016 McGraw-Hill Education Limited 13

 LO3

• You do not always need to read the

entire article
• Read the abstract plus whatever else you
need to read
• What you need will vary depending on your
goals

© 2016 McGraw-Hill Education Limited 14

 LO4

• PsycINFO

• Electronic index of all abstracts from 1800s

• Updated weekly
• See Appendix D of text for information on
how to search PsycINFO

© 2016 McGraw-Hill Education Limited 15

 LO4

• Web of Science

• Much broader
• Allows a cited reference search

© 2016 McGraw-Hill Education Limited 16

 LO4

• Academic Search Complete

• Sociological Abstracts

• MEDLINE

• PubMeD

• ERIC

© 2016 McGraw-Hill Education Limited 17

 LO4

• Internet search engines such as Google

• Allow a broader and easier search

•Be careful that found information is
credible

© 2016 McGraw-Hill Education Limited 18

 LO4

• Credible references

• Associations with reputable institutions

• Information of authors available

• Current information

• Links lead to legitimate institutions

© 2016 McGraw-Hill Education Limited 19

 LO4

• Google Scholar

• Very broad search; difficult to stay specific

• Wikipedia
• See Table 2.2 in your textbook for summary
of pros and cons of various search techniques

© 2016 McGraw-Hill Education Limited 20

 LO5

• Hypothesis: a tentative question waiting

for evidence to support or refute it
• Prediction: a prediction about what will occur
in a particular research investigation
• Supported versus proven
• Falsifiability – science only is concerned
with hypotheses (and predictions) that can be
proven wrong (if they are wrong)

© 2016 McGraw-Hill Education Limited 21

Another random document with
no related content on Scribd:
balustrades. The rough outline of the case may be said to be a steep
gable, with fantastic carvings above. The central portion stands on a
very high plinth, the middle tower, which is crowned with a phœnix,
standing above much curious carving, has five pipes carried on
“ponts,” and has on each side a double tier of eleven pipes, then an
angular tower, crowned with a lyre and two angels, beyond which is
a flat of seven pipes. All the wood-work is well carved, with a little
gilding judiciously used. On each side of this central portion is a
tower springing from a corbel, at a much lower level than the rest of
the work, so that the tops of the pipes, which are five, standing on
“ponts,” are about level with the tops of the lowest pipes in the centre
of the case. They are crowned with domes, from which dragons
peep, and are surmounted by winged angels bearing trumpets. The
Choir case has three angels on its central tower of seven pipes, on
each side of which are two tiers of small pipes, and then an angular
tower, surmounted by an angel. A wooden gallery joins the Choir
case to the inner angle of the outer towers of the Great case, and a
like gallery joins these towers to the walls of the nave. All this work
overhangs the marble gallery below, and its curved supports are
beautifully carved. The lower gallery contains the usual fittings of an
orchestra, the pipes are quite plain and the leaf of their mouths is
rounded, not sharp as in the Cathedral, or at St. Jacques, and no
carving is introduced between their feet. 1872.
The wood of all these organs is dark, not black, oak, and the
sculpture excellent.
 (Larger)
ST. PAULS ANTWERP
12TH. SEPTR. 1872

BRUGES.
THE CATHEDRAL (St. Sauveur).—On the Choir Screen stands
an elaborately designed organ. Its base is taller than usual, and the
arrangement of pipes somewhat complicated. In the centre is a
tower of seven pipes, with a flat on each side containing two tiers of
pipes. Above the cornice of this work, rises in the centre a tall tower
of seven pipes, crowned with much carved work, and surmounted by
a large figure. On each side is a flat of pipes, with an angel playing
on a trumpet in each corner. On each side of the organ stands a
tower of five large pipes, with elaborate cornices and wings. That on
the south side is surmounted by King David, and that on the north by
St. Cecilia. These towers overhang the case, and are joined to the
centre work by flats of seven pipes. The pipes are gilt in the English
fashion, the front facing the Choir consists simply of panels of carved
open work, with a Choir Organ in front, the pipes of which are
gilt. 1872.
ST. ANNE.—On the Choir Screen stands a little organ, with gilt
pipes and very elaborate carving. 1872.
ST. JACQUES.—On the Choir Screen is a handsome organ,
with good carving. The side facing the Choir shows pipes in its two
end towers only, the rest being filled in with open work tracery. 1872.
ST. JEAN (chapel in the hospital of).—The organ, not a very old
instrument, stands in a second gallery, at the west end of the chapel,
its pipes are gilt, and arranged somewhat in the German manner,
showing a Great and Choir front in one case. 1872.
NOTRE DAME.—There is on the Choir Screen a very curious
early Renaissance organ case, forming the base of the rood. Its
pipes are not gilt, and it has a plain Choir Organ on its eastern
side. 1872.
LES SŒURS DE CHARITÉ (chapel in the convent of).—In the
west gallery is a small organ, standing flush with its front. It consists
of a single flat of bright tin pipes, and the wood-work is painted
white. 1872.

BRUSSELS.
STE. GUDULE.—At the west end is an ugly divided organ case,
with very little work about it. In the front of its gallery is a hanging
Choir Organ, of bad Gothic. On the south side of the Choir, stands a
fair-sized harmonium. 1869.
NOTRE DAME DES VICTOIRES.—A Renaissance organ stands
at the west end, the pipes plain, and the case dirty. It consists of a
centre tower, two curved compartments, and two outer towers,
supported by giants, and set at an angle of 45° with the front. The
Choir Organ in front is very similar in pattern; the upper part of the
Great Organ case has many carvings of musical instruments, &c.,
and a medallion bearing a head in the centre. 1872.

GHENT (Gand).
THE CATHEDRAL (St. Bavon).—A handsome organ stands at
the junction of the north transept with the Choir, which has three
towers with five pipes each; the two outside ones are supported by
satyrs, and crowned with angels holding trumpets. On each side of
the centre tower, are two flats of five pipes each, over which is much
carving, with shields supported by angels. Over the centre tower is a
small three-sided case, containing seven pipes in each
compartment, surmounted with tabernacle work, on which is a figure
on horseback, query, St. Bavon? The key-board of the organ is
behind in a gallery, just under the vaulting of the north aisle of the
Choir, which has a small Choir front facing the east; but I was told
that this was really quite an independent instrument. The arches
under the organ are cased with black and white marble, all the
carving about the case is good, and dates from the seventeenth
century. The case is of oak, but after the fashion of the country,
painted oak colour. I objected to this, but was informed what could I
expect, when they were in the habit of painting imitation marble on
marble. The main case reaches about half-way up the triforium, and
the upper case more than half-way up the clerestory windows. The
tone is good, and from its quality, I should say, has not been much
altered from its original state. At High Mass I heard it very well
played. The soft stops I could hardly hear, on account of the people
perpetually moving in the Church. 1872.
 (Larger)
CATHEDRAL (ST. BAVON) GHENT.
5TH. OCT, 1872.

THE BÉGUINAGE.—At the west end is an organ, not a very

large one, with its Choir Organ planted just in front of it, or else
inserted into the lower part of the case, German fashion. Its quality
was not bad, and was fairly played by one of the Béguines, who was
seated at the back of the instrument. 1872.
THE ENGLISH CHURCH (Temple Protestant).—In the west
gallery is a small, poor-toned organ; it has three towers, the least in
the centre, which, however, stands higher than the others, from the
plinth of the case curving up in the middle. On each side is a flat,
with two tiers of pipes, and the cornice of the centre tower overlaps
those of the other towers, which gives a crowded effect to the
case. 1872.
ST. JACQUES.—The case of the organ, at the west end, is
divided into three parts, the centre one being lower than the
others. 1872.
ST. MICHAEL.—The modern organ at the west end of the
church, is of a peculiar and very ugly design. 1872.
ST. NICOLAS.—At the west end is a modern Gothic organ, the
front of which consists of a gable, with a lofty tower and pinnacle in
the centre. 1872.

LIÉGE.
ST. JACQUES.—At the west end is a very pretty Renaissance
organ. In the centre of the case is a large tower containing seven
pipes, on each side of which is a flat, with a double tier of pipes, then
a flat of four pipes, beyond which are semi-circular endings
containing three pipes, supported by figures holding trumpets, and
surmounted by tabernacle work. The lower part of the case is very
tall, so that from the gallery to the feet of the pipes is nearly half the
height of the instrument. In the front projects the Choir Organ,
supported by a stone bracket. It consists of a central tower of seven
pipes, with much carved work above, supporting a statue of St.
Cecilia, with a flat on each side, and semi-circular ends, filled with
pipes. All the work about this organ is very good, and by some it is
considered the prettiest organ case in existence. 1863.

LOUVAIN.
ST. PIERRE.—The organ stands projecting from the east wall of
the north transept, and fills the space between the clerestory and
half way up the opening into the side aisles. The case consists of a
tower of seven pipes in the centre, with tabernacle work on the top,
crowned with St. Peter. On each side are tall flats, with a semi-
circular pediment, beyond which are semi-circular ends, supported
by brackets. It may be noted that the pipes in the semi-circular ends
are very slender, and their feet are longer than their bodies. The
Choir Organ in front is very similar in design. The carving about the
case and gallery is nice, without being anything particular, and the
tone fair, though rather deficient in power. 1872.

MECHLIN (Malines).
THE CATHEDRAL (St. Rumbold).—The organ, which stands at
the west end, is an old ordinary-looking instrument. In the south aisle
of the Choir is a modern Gothic organ. In the Cathedral of the
Primate of Belgium one might expect that there would be finer
instruments. 1872.
ST. JEAN.—At the west end is a modern Renaissance organ. A
white plaster wall is brought so forward, that it stands flush with the
front of the case, the effect of which is not good. 1872.
 NOTRE-DAME.—In the south transept, over the Choir aisle
arch, stands an organ with its Choir in front, good in tone, and in a
very clean and good condition, so that I fancied it to be a new
instrument. I was, however, told that it was old. The pipes were left
their natural colour, and there was no gilding about the wood-work. It
is a very pretty instrument on a moderate scale. 1872.
 NOTES ON DUTCH ORGANS.

AMSTERDAM.
IEUWE KERK.—At the west end is a large organ, with
double shutters, the lower half of the case being wider
than the upper part. It is painted mahogany colour, as well
as the Choir Organ in front. It is altogether a tasteless
design. A second organ stands at the junction of the nave
with the south transept; it is closed with shutters, and is a very good
picturesque specimen of a small organ, as tasteful as the west organ
is tasteless. 1872.
OUDE KERK.—At the west end, in a marble gallery, stands a
fine organ, the wall behind which is painted black. The case is
bronze colour, with white statues and decorations. The claires-voies
and the bases of the pipes have much gilding, and the mouths of the
pipes are also gilt. It has five towers, the centre and the two outer of
which are circular, the two others are angular. The central tower is
surmounted by a black-faced clock, with white and gold ornaments.
The southern circular tower has a statue of St. John, and the south
angular tower a shield bearing a “ship proper.” The north angular
tower has the arms of the town, and the north circular tower a figure
standing by an altar. The flats between the towers have each three
tiers of pipes, the central tower two tiers, seven pipes in the lower,
and nine in the upper. The angular towers have also two tiers, seven
below and eleven above. The outer towers have seven pipes each.
The Choir Organ has a central tower of seven pipes, with a flat on
each side, containing two tiers of pipes, ten in each; then an angular
tower of seven pipes, with half circles of ten pipes for a finish, above
which are white recumbent figures. On the north side of the Church
is a little organ closed with shutters, on which musical instruments
are painted. 1872.
 (Larger)
OUDE KERK AMSTERDAM.
25TH. SEPTR. 1872.

DELFT.
NIEUWE KERK.—A large organ at the west end, with a Choir
Organ in front, said to have a very fine tone. The case is painted a
light bright pink, and is very tasteless. 1872.
OUDE KERK.—At the west end is a large organ, with its Choir in
front. Both have three towers, the largest in the centre. The pipes
have gilt mouths, and the case is painted light salmon colour. It is a
very similar design to the organ in the Nieuwe Kerk. 1872.

GOUDA.
JANSKERK (St. John’s).—A fine organ with its Choir in front,
painted a cold dark brown colour, stands in a marble gallery, at the
west end of the Church. It is surrounded by a plaster curtain or
mantle, coloured blue, with a dull red lining. It has three towers; the
largest in the centre has seven pipes, and is crowned with two
angels, one of whom plays on a harp. On each side of the centre
tower is a flat, with angels over them, the one playing a flute, the
other a triangle; beyond which are angular compartments, joining the
two outer towers, which are surmounted by angels bearing trumpets.
Under the pipe-work stands coats-of-arms, blazoned and gilded. The
front of the organ, which curves forward, is supported by four
Corinthian columns, with gilt capitals. The centre tower of the Choir
Organ has nine pipes, with a coat-of-arms over, supported by lions,
on each side of which is a flat of pipes, beyond which are angular
towers and curved ends. A large white and gold bracket supports this
portion of the instrument. The balustrade of the gallery is wood-work,
painted of the same colour as the organ, with coats-of-arms
blazoned thereon, and having a handsome gilded cresting. The
mouths of the pipes are gilt, and there is much gilding about the
case, &c. The marbles of the gallery are grey and dove-
coloured. 1872.
 (Larger)
JANS KERK GOUDA
19TH. SEPTR. 1872.

HAARLEM.
GROOTEKERK (St. Bavon).—This famous organ stands in a
marble gallery at the west end of the Church, but the effect of its
grand case is somewhat marred, by the Dutch want of taste, in the
way the case is painted. The wall behind the instrument is painted a
glossy black (the rest of the Church being whitewashed). The
statues, coats-of-arms, &c., on the top of the instrument, are painted
bright white, their bases grey marble, and the remainder of the case
is painted with a light tint of dull pinkish drab. The mouths of the
pipes and the carving at their tops and feet, are all brightly gilt. The
support of the Choir Organ is bronze, with a large and two small
gilded angels on it. Under the gallery is a white marble allegory,
which I will not attempt to explain, and the entire top of the case,
except the outer towers, is crowned with a mass of carving, with the
arms of the town supported by lions. The central tower consists of
two tiers, the lower of seven, the upper of nine pipes. On each side
is a narrow flat, divided into five compartments, the next but one to
the top being occupied by a statue playing on a musical instrument,
and the rest filled with small pipes. Next are angular towers, with
their pipes arranged in the same mode as the centre, beyond which
is a flat, containing two tiers of pipes, above which is a niche with a
statue. Beyond this are the two outer towers of seven great pipes
each, the feet of which commence at a much lower level than the
rest of the pipes, so that the summit of these towers is not so high as
the rest of the instrument. That on the south side is crowned with
King David, and that on the north with a figure, but whom it
represents I never could find out. Outside the great tower, on tall
pedestals, stand angels with trumpets. The Choir Organ has its
tallest tower of seven pipes in the centre; a flat of three tiers of pipes
on each side; then an angular tower of seven pipes, and curved
ends. These last are surmounted by sitting figures. The balustrade of
the gallery has some elaborate carved open work above it, and its
supporting columns are of some sort of dark marble. The general
tone of the instrument is very good, but the vox humana is bad. The
player, though he could hardly be called first-rate, was very skilful in
showing off the quality of the instrument. All the fittings about the
key-board are clumsy; the black keys are topped with tortoiseshell.
The cornices of the towers greatly overhang, but the flats between
being small in proportion to the towers, and the intricacy of the
general forms, prevent the usual ill effect. 1872.
 (Larger)
ST. BAVON HAARLEM.
23RD. SEPTR. 1872.

HERTOGENBOSCH (Bois-le-Duc).
ST. JANSKIRK.—The organ case at the west end of this church
is perhaps the finest in Europe. The oak wood-work is very dark, and
profusely carved, without any gilding, and is in a good state of polish.
The top of the case from the ground is about one hundred feet. The
pipes, which, when I saw them, were in very bright condition, have
their mouths gilded. The centre pipes of each tower have a pattern
beaten upon their surface, and are gilt, with the exception of the
lower one on the centre tower, which is only partially gilt. The centre
tower, which is surmounted by a clock, under which is the Dance of
Death, or some such subject, has two tiers of pipes, seven below
and eleven above. On each side of this is a flat, divided into two
tiers, which contain, in the lower compartment, what may be called
five double pipes, or perhaps, more accurately speaking, it has ten
pipes, with their feet joined together, the heads of the lower ones
standing on the plinth, and the upper ones in their usual position. I
could not see how these pipes were supplied with wind, and I have a
strong idea that they are dummies. In the upper part were six double
pipes arranged in the same manner, and above are niches, figures,
columns, and pediments. Next come two angular towers, with a
lower tier of seven, and an upper tier of eleven pipes. And to finish
the organ, instead of the great towers, as at Haarlem, are two large
flats corbelled out from the sides of the instrument, containing five
large pipes, and sloping towards the wall behind. These are crowned
with fantastic pyramids. The Choir Organ in front has over its centre
tower, which contains five pipes, a figure of St. John with his Eagle,
on each side of which is a flat with seven small pipes, in its lower
compartment, and in its upper compartment six double pipes, similar
to those in the Great Organ. Beyond this, is an angular tower of
seven pipes, with a vase on its summit, and a small return
compartment of pipes, joining the case to the gallery, which is of
elaborately carved oak, and supported by two grey stone pillars. I did
not hear the instrument, but was told it was nearly as good as
Haarlem. 1872.