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97
CHAPTER 7
SOCIAL THINKING AND SOCIAL INFLUENCE
LEARNING OBJECTIVES
Forming Impressions of Others (APA Goals 1, 4)
• Cite the five sources of information people use to form impressions of others.
• Understand the key differences between snap judgments and systematic judgments.
• Define attributions and describe two attribution-based expectancies that can distort
observers’ perceptions.
• Recognize four important cognitive distortions and how they operate.
• Identify some ways in which perceptions of others are efficient, selective, and consistent.
The Problem of Prejudice (APA Goals 4, 8)
• Explain how “old-fashioned” and modern discrimination differ.
• Understand how authoritarianism and cognitive distortions can contribute to prejudice.
• Clarify how intergroup competition and threats to social identity can foster prejudice.
• Describe the operation of several strategies for reducing prejudice.
The Power of Persuasion (APA Goals 4, 7)
• Cite the key elements in the persuasion process and how each one operates.
• Discuss the evidence on one-sided versus two-sided messages and the value of arousing
fear or positive feelings in persuasion.
• Explain how the two cognitive routes to persuasion operate.
The Power of Social Pressure (APA Goal 1)
• Summarize what Asch discovered about conformity.
• Discuss the difference between normative and informational influences on conformity.
• Describe Milgram’s research on obedience to authority and how to resist inappropriate
demands of authority figures.
Application: Seeing Through Compliance Tactics (APA Goals 3, 9)
• Describe compliance strategies based on the principles of consistency and reciprocity
• Discuss how the principle of scarcity can increase a person’s desire for something.

98 CHAPTER 7
CHAPTER OUTLINE
I. Forming Impressions
A. Person perception is the process of forming impressions of others
B. Key sources of information
1. Appearance
2. Verbal behavior
3. Actions
4. Nonverbal messages
5. Situations
C. Snap judgments versus systematic judgments
1. Snap judgments are those that are made quickly and based on only a few bits of
information and preconceptions; they may not be accurate
2. Systematic judgments involve taking time to observe the person in a variety of
situations and to compare the person’s behavior with that of others
D. Attributions are inferences that people draw about the causes of their own behavior,
others' behavior, and events
1. Three key dimensions of attributions
a. Internal/external
b. Stable/unstable
c. Controllable/uncontrollable
2. Types of attributions people make about others can have major impact on social
interactions
3. People are selective about making attributions; most likely to make them in specific
cases
a. When others behave in unexpected or negative ways
b. When events are personally relevant
c. Motives underlying someone’s behavior are suspicious
E. Perceiver expectations
1. Confirmation bias is the tendency to seek information that supports one's beliefs
while not pursuing disconfirming information
a. For first impressions "believing is seeing" rather than "seeing is believing"
b. Confirmation bias also occurs via selective recall to fit one's view of others
c. Presenting people with information that is inconsistent with their perceptions and
preferences can encourage them to engage in more divergent thinking
2. Self-fulfilling prophecy occurs when expectations about a person cause the
person to behave in ways that confirm the expectations
a. Three steps involved in a self-fulfilling prophecy
1) Perceiver has initial impression of someone (target person)
2) Perceiver behaves toward target person in a way that is consistent with
expectations
3) Target person adjusts behavior to perceiver's actions
b. Perceiver mistakenly attributes target person's behavior to internal causes
F. Cognitive distortions
1. Social Categorization

99
a. People tend to perceive those similar to themselves as members of ingroup ("us")
and those dissimilar as members of outgroup ("them")
b. Categorizing has important consequences
1) Attitudes tend to be less favorable toward outgroup members
2) The outgroup homogeneity effect occurs when we see outgroup members
as being much more alike and seeing members of one's ingroup as unique
individuals
3) Heightens visibility of outgroup members when only a few of them are in a
large group
4) People are even likely to see outgroup members as looking more like each
other than they actually do
2. Stereotypes are widely held beliefs that people have certain characteristics because of
their membership in a particular group
a. Some examples include ethnicity, race, gender
b. Also based on physical appearance (e.g., what-is-beautiful-is-good stereotype)
1) Attractive people are perceived more favorably than justified
2) Although cross-culturally people associated attractiveness with positive
qualities, cultural values determine which qualities are considered desirable
c. Stereotypes can exist outside a person’s awareness and occur automatically
d. Exerting self-control is one way to reduce prejudice
e. Imagining an encounter between oneself and an outgroup member can reduce
hostile feelings linked to stereotyping
f. The persistence of stereotypes
1) Function to reduce complexity to simplicity
2) Confirmation bias
3) Self-fulfilling prophecy
3. Fundamental attribution error is the tendency to explain other
people's behavior as the result of personal, rather than situational, factors
a. Different from stereotyping because it's based on actual behavior
b. Making attributions is a two-step process
1) Occurring spontaneously, observers make an internal attribution
2) Only with cognitive effort and attention, observers weigh the impact of the
situation and adjust their inference
c. Evidence suggests that the two steps may link to different types of brain activity
d. Americans (reflecting individualistic culture) tend to use internal attributions
more so than Hindus, Chinese, Japanese, or Koreans (reflecting collectivistic
culture)
4. Defensive attribution is a tendency to blame victims for their misfortune, so that one
feels less likely to be victimized in a similar way
G. Key themes in person perception
1. Efficiency
a. People prefer to exert minimal cognitive effort and time
b. Result is error-prone judgments
2. Selectivity
a. "People see what they expect to see"
b. Lecturer labeled as "warm" or "cold" results in varied ratings
3. Consistency
a. Primacy effect occurs when initial information carries more weight than
subsequent information
b. Initial negative impressions may be especially hard to change

100 CHAPTER 7
II. The Problem of Prejudice
A. Prejudice versus discrimination
1. Prejudice is a negative attitude toward members of a group
2. Discrimination involves behaving differently, usually unfairly, toward the members
of a group
3. Tend to go together, but that is not always the case
4. Prejudices and stereotypes can be triggered without conscious awareness and can
have consequences for behavior
B. "Old-fashioned" versus modern discrimination
1. Over the past 40 years, prejudice and discrimination in the U.S. has diminished,
racial segregation is no longer legal
2. "Old-fashioned" discrimination against minority groups has declined
3. More subtle forms of prejudice and discrimination have emerged
a. With modern discrimination, people may privately harbor negative attitudes
toward minorities but express them only when they feel justified or safe
b. Aversive racism is an indirect, subtle, ambiguous form of racism that occurs
when the conscious endorsement of egalitarian ideals is in conflict with non-
conscious, negative reactions to minority group members
C. Causes of prejudice
1. Authoritarianism
a. Early research identified an authoritarian personality type, characterized by
prejudice toward any group perceived to be different from one’s self
b. Now termed right-wing authoritarianism (RWA), it is characterized by
authoritarian submission, authoritarian aggression, and conventionalism
c. RWA correlates with prejudice and discrimination
d. Two key factors underlie RWA prejudice
1) Organizing social world into ingroups and outgroups
2) Tendency toward self-righteousness, fear of change
e. Social dominance orientation (SDO) involves preference for inequality among
groups, hierarchy, domination
2. Cognitive distortions and expectations
a. Social categorization predisposes people to divide the social world into
ingroups and outgroups
b. Although racial stereotypes have declined in the last 50 years, they still occur
c. People are particularly likely to make the fundamental attribution error when
evaluating targets of prejudice
d. Perceiving negative characteristics as being dispositionally based due to group
membership is labeled as the ultimate attribution error
e. Defensive attributions, when people unfairly blame victims of adversity to
reassure themselves that the same thing won’t happen to them, can contribute to
prejudice
f. Expectations can also foster and maintain prejudice
3. Competition between groups
a. Based on early research by Muzafer Sherif and colleagues (Robber’s Cave
summer camp study)
b. Effects of competition on prejudice often occurs in the real world
c. Perception of threats to ingroup more problematic than actual threats
4. Threats to social identity

101
a. Social identity theory states that self-esteem is partly determined by one’s social
identity or collective self, which is tied to one’s group memberships
b. Threats to social identity provoke prejudice and discrimination
c. Most common response is to show in-group favoritism
d. Outgroup derogation may also occur, to criticize outgroups perceived as
threatening
e. "Ingroup love" not "outgroup hate" underlies most discrimination
f. Ingroup favoritism is often subtle and can be triggered by arbitrary and
inconsequential factors, such as shared musical tastes
5. Stereotype threat
a. Occurs when individuals are the targets of a stereotype by others to characterize
the group they belong to
b. Feelings of stereotype vulnerability can undermine group members’ performance
on academic tests,
D. Reducing prejudice
1. Cognitive strategies
a. Stereotypes may kick in automatically, unintentionally
b. But can intentionally inhibit stereotyping, prejudice with shift from automatic
processing to controlled processing, or from mindlessness to mindfulness
2. Intergroup contact
a. Based on principle of superordinate goals (or cooperative interdependence):
requiring two groups to work together to achieve a mutual goal
b. Four necessary conditions for reducing intergroup hostility
1) Groups must work together for common goal
2) Must be successful outcomes to cooperative efforts
3) Group members must have opportunity to establish meaningful connections
4) Must ensure equal status contact
c. To test the contact hypothesis in a field study, white college students were
randomly assigned to share a dorm with a white or a black roommate
1) Students in the interracial rooms did report less satisfaction with their
roommates than those with same-race assignments
2) But more positively, students living in the interracial rooms were found to be
less prejudiced across time compared to those with same-race living
arrangements
III. The Power of Persuasion
A. Persuasion defined
1. Persuasion involves the communication of arguments and information intended to
change another person's attitudes
2. Attitudes are beliefs and feelings about people, objects, and ideas
a. Beliefs are thoughts and judgments
b. The "feeling" component refers to positive/negative aspect of attitude, as well as
strength of feeling
B. The elements of the persuasion process
1. Source is the person who sends a communication
a. Credibility of source is important factor
1) Expertise can give a person credibility
2) Trustworthiness of source is even more important than expertise

102 CHAPTER 7
b. Likeability also increases effectiveness of source
1) Physical attractiveness can affect likeability
2) Similarity of source to target also an important factor
2. Message is the information transmitted by the source
a. Two-sided arguments generally more effective than one-sided arguments
1) One-sided arguments work only when audience is uneducated about issue
2) One-sided arguments work if audience is favorably disposed to message
b. Arousal of fear may increase effectiveness of message if people feel susceptible
to the threat, within limits
c. Generating positive feelings can be effective
3. Receiver is the person to whom the message is sent
a. Mood can matter: optimistic people process uplifting messages better than
pessimists
b. Some people have a need for cognition, the tendency to seek out and enjoy
effortful thought, problem-solving activities, and in-depth analysis. Such people
are more likely to be convinced by high-quality arguments rather than superficial
analyses
c. Forewarning may reduce effectiveness
d. People display disconfirmation bias when evaluating arguments incompatible
with their existing beliefs
e. People from different cultures respond to different themes in persuasive
messages
C. The whys of persuasion
1. According to the elaboration likelihood model, an individual’s thoughts about a
persuasive message (rather than the message itself) determine whether attitude
change will occur
2. When people are distracted, tired, etc., they may be persuaded by cues along the
peripheral route, the usual route of persuasion
3. With the central route, the receiver cognitively elaborates on the message
4. Two requirements for central route to override peripheral route
a. Receivers must be motivated to process message
b. Receivers must be able to understand message
5. Attitudes formed via central route are longer lasting, better predict actual behavior
IV. The Power of Social Pressure
A. Conformity and compliance pressures
1. Conformity occurs when people yield to real or imagined social pressure
2. We are apt to explain the behavior of other people as conforming but not think of
our own actions this way
3. The dynamics of conformity are illustrated by classic experiment in which Solomon
Asch examined effect of group pressure on conformity in unambiguous situations
a. Participants varied considerably in tendency to conform, although 28%
conformed on more than half the trials
b. Two important factors were group size and unanimity
1) Conformity increased as group size increased from two to four, peaked at
seven, then leveled off
2) Group size had little effect in presence of another dissenter, underscoring
importance of unanimity
4. Conformity versus compliance

103
a. Later studies indicated that Asch's participants were not really changing their
beliefs
b. Theorists concluded that Asch's experiments evoked a type of conformity, called
compliance (when people yield to social pressure in their public behavior, even
though their private beliefs have not changed)
5. The whys of conformity
a. Normative influence operates when people conform to social norms for fear of
negative social consequences
b. Informational influence operates when people look to others for how to behave
in ambiguous situations
6. Resisting conformity pressures
a. Conformity can range from harmless fun to tragic consequences
b. The bystander effect is the tendency for individuals to be less likely to provide
help when others are present than when they are alone
c. Suggestions for resisting conformity pressures include
1) Pay more attention to social forces
2) Try to identify one other dissenter
3) Consider inviting along a friend with similar views
B. Pressure from authority figures
1. The dynamics of obedience: Stanley Milgram demonstrated the power of obedience
(a form of compliance that occurs when people follow direct commands, usually
from someone in a position of authority)
a. A "teacher" (participant) was instructed to administer electric shocks to a
"learner" (confederate)
b. Although apparatus was fake, participant thought he was administering
increasingly stronger shocks
c. Twenty-six of 40 participants (65%) administered all 30 levels of shock
2. The causes of obedience
a. Demands on participants were escalated gradually
b. Authority figure claimed responsibility
c. Subjects evaluated their actions on how well they were living up to expectations
of authority figure, not in terms of the victim
3. To obey or not to obey
a. With “crimes of obedience,” social pressures can cause morally repugnant
behavior
b. Aligning oneself with supportive others can decrease obedience to risky
demands
V. Application: Seeing through Compliance Tactics
A. The consistency principle
1. The foot-in-the-door technique involves getting people to agree to a small request to
increase the chances that they will agree to a larger request later
2. The lowball technique involves getting someone to commit to an attractive
proposition before its hidden costs are revealed
B. The reciprocity principle
1. Reciprocity principle: the rule that one should pay back in kind what one receives
from others
2. Norm is so powerful, it works even when

104 CHAPTER 7
a. Gift is uninvited
b. Gift comes from someone you dislike
c. Gift results in an uneven exchange
3. Reciprocity-based influence tactics include
a. The door-in-the-face technique, which involves making a very large request that
is likely to be turned down to increase the chances that people will agree to a
smaller request later
b. Other examples such as free samples, business dinners
C. The scarcity principle
1. Telling people they can’t have something makes them want it more
2. Reactance occurs when people want what they can’t have
3. Examples include “limited supplies,” “time is running out”
DISCUSSION QUESTIONS
1. Our perceptions of other people are influenced by their physical appearance, including the
clothes they wear. Can you think of some examples of how your perceptions are affected
by the way people dress? How do you think your attire affects others' perceptions of you?
2. What are everyday examples of the self-fulfilling prophecy at work? For instance, if you
expect rude service from a cashier versus expecting friendliness? If you expect a blind date
to be boring versus fun?
3. In the textbook, the authors suggest that because people know that verbal behavior is more
easily manipulated than nonverbal behavior, they often rely on nonverbal cues to determine
the truth of what others say. Do you find yourself relying on nonverbal cues in social
situations? What specific nonverbal cues do you think are “dead giveaways” for certain
thoughts or attitudes?
4. Do you think there may be gender differences in the ability to identify and make use of
information from nonverbal behavior? Can you cite an example or two to support your
answer?
5. Evidence indicates that people tend to attribute their own behavior to situational (external)
causes, and observers tend to attribute the same actions to the individual's dispositional
(internal) qualities. Can you think of some explanations for these tendencies?
6. Do you tend to think of attractive people as more competent and better adjusted than those
who are less attractive? Why do you think this is the case?
7. Given that perceptual inaccuracies promote racial prejudice, what do you think could be
done to reduce problems that occur as a result of racial prejudice, particularly in schools?
8. Some researchers suggest that elections are determined mainly by the public's impressions
of the candidates rather than the candidates' views on important issues. Do you think this is
the case? If so, what are some possible explanations for this behavior on the part of voters?

105
9. Can you think of any specific advertisements that you think would be particularly effective
in getting people to purchase products? Describe the qualities these ads have that make
them so effective, referring to the list of persuasive techniques from the applications section
of the textbook.
10. When you think of advertising and spokespersons, what people come to mind? What source
factors seem to make these individuals particularly strong as spokespersons?
11. In what situations is obedience to authority desirable or even necessary? In what situations
can it be problematic?
12. In your opinion, what are the main ethical problems with Stanley Milgram's study of
obedience to authority? Do you think the scientific contributions of the study outweigh the
ethical concerns?
13. How could the findings of the Robber’s Cave study be applied to problems with prejudice
and discrimination among children in today’s schools?
14. The Application section discusses several compliance tactics. When and where have you
seen any of these in use? Did they appear to be effective?
15. Blind obedience to authority can have disastrous consequences. So, why does obedience
exist? Does it serve a purpose in society? How can one draw the line between appropriate
and inappropriate types of obedience?
DEMONSTRATIONS AND ACTIVITIES
Campus Stereotypes and Self-Fulfilling Prophecies (APA Goals 4, 9): In order to make
students aware of how universal the cognitive activity of stereotyping is, ask them to list the
qualities that they associate with the following people:
Football Player (Athlete)
Engineering Major
English Major
Cheerleader
Drama Club Member
Honor Student
Part-time Student
Freshman
Single Mother
Fraternity Brother/Sorority Sister
After the students have listed the qualities for themselves, have them call out their answers and
list them on the board. Although there will be some variations, there will most likely be many
qualities in common identified by most students in the room, even though (upon further
questioning) the students will also acknowledge that the members of each group who are known
to them are far more diverse than the stereotypes that are held. They will also be compelled to
admit that they hold the stereotypes. This is instructive because people so often are reticent to
admit this, as they automatically associate the relatively neutral, universal categorizing activity of
stereotyping with prejudice.

106 CHAPTER 7
Discussing the qualities that are present in the group members is also an interesting way to
introduce the notion of the influence of role on behavior (in other words, it may be unclear to all
of us the degree to which that people in each category have the qualities because of the
expectation that they should be that way).
The What-Is-Beautiful-Is-Good Stereotype (APA Goals 4, 9): The textbook discusses how
attractive people are often seen as more competent, better adjusted, etc. than unattractive people.
Students often react to this information with disbelief, convinced that no one would evaluate
people in such a shallow manner. If you conduct this exercise before discussing person
perception, you can "catch" your students using the stereotype, making the point in convincing
fashion. Obtain a yearbook from your school that is several years old (or collect pictures from the
Internet) and have a group of students from another class select five pictures each of attractive
and unattractive men and women. You may also want to include some pictures from the middle
of the attractiveness spectrum so that the difference between the two groups of pictures isn't too
obvious. You could tell your students that before you begin the chapter dealing with person
perception, you want to examine their ability to perceive certain characteristics in others.
Show your class the pictures you have cut from the yearbook and have them rate each picture
using the rating scale shown below (or your own version). You might want to tell your class that
because the pictures are of former students, you know the actual characteristics on which they are
being rated. The question of interest, of course, is how the ratings of the attractive individuals
differ from those of the unattractive individuals. The results should provide clear support for the
"what-is-beautiful-is-good" stereotype.
Friendly 1 2 3 4 5 6 7 8 9 10 Unfriendly
Reliable 1 2 3 4 5 6 7 8 9 10 Unreliable
Intelligent 1 2 3 4 5 6 7 8 9 10 Unintelligent
Popular 1 2 3 4 5 6 7 8 9 10 Unpopular
Modest 1 2 3 4 5 6 7 8 9 10 Not modest
Sociable 1 2 3 4 5 6 7 8 9 10 Unsociable
Honest 1 2 3 4 5 6 7 8 9 10 Dishonest
Athletic 1 2 3 4 5 6 7 8 9 10 Unathletic
The Fundamental Attribution Error (APA Goal 1): Watson (1987) developed this
demonstration based on an experiment conducted by Ross, Amabile, and Steinmetz (1977). To do
the exercise, you need to form pairs of students who do not know each other very well and have
them sit together. Tell them they are going to play a game in which one person is the contestant
and the other is the quiz master. Randomly determine each role by flipping a coin. You might
assign those whose names are closer to the beginning of the alphabet to "heads" and the others to
"tails" so that all pairs can be assigned at the same time.
Have the quiz masters make up five challenging general-knowledge questions (e.g., the capital of
a distant state, the U.S. President in a certain year) or use questions from a game like Trivial
Pursuit. Have each quiz master ask his or her contestant the questions and immediately say
whether the answers are correct or not. Then have everyone anonymously fill out a question sheet
like the one shown below.
After you have collected the sheets, you can explain the purpose of the exercise. Tally the results
on the board by the role played, contestant or quiz master. Generally, contestants will be rated as
having less knowledge than quiz masters. You can discuss how the ratings show that students are
ignoring the situation and attributing behavior to dispositional factors (i.e., knowledge). Have

107
students imagine playing the game a second time, with the roles reversed and discuss how their
attributions might change. Explain to them that the exercise is set up in such a way that it favors
the quiz master and places the contestant at a disadvantage, thus evoking the fundamental
attribution error.
Question Sheet
Did you: Give questions
Ask questions
Compare how knowledgeable your partner seems relative to yourself. Be as honest as
possible. Your answer will be kept confidential.
My partner is much I am much more
more knowledgeable 1 2 3 4 5 knowledgeable
Ross, L.D., Amabile, T.M., & Steinmetz, J.L. (1977). Social roles, social control, and biases in
social-perception processes. Journal of Personality and Social Psychology, 35, 485-494.
Watson, D.L. (1987). The fundamental attribution error. In V.P. Makosky, L.G. Whittemore, &
A.M. Rogers (Eds.), Activities handbook for the teaching of psychology: Vol. 2 (pp. 135-
137). Washington, DC: American Psychological Association.
Culture, Persuasion, and Advertising (APA Goal 8): To conduct this activity, you'll need an
array of visual advertisements. These can easily be found online through an image search. You
can gather these images yourself, or have the students find advertisements themselves as part of
the activity. Choose a general category of product, such as beverages or automobiles, and collect
advertisements from various countries and across various decades. During your classroom
presentation of persuasion, remind the students about the qualities associated with collectivistic
and individualistic cultures. Then share the various ads with them and ask them to help you
categorize each as individualistic or collectivistic in their focus. Keep a running tally to determine
whether advertisements from more collectivistic cultures tend to promote conformity and
advertisements from the United States (a highly individualistic culture) tend to promote
uniqueness. Along with the cross-cultural comparison, you can look at whether advertisements in
the past century in the United States have shown a shifting focus from conformity to uniqueness.
Although you can find many advertisements through a general online search engine, following is
a list of sites with various types of advertisements:
http://tobaccofreekids.org/adgallery/ Search tobacco advertising by country
http://www.plan59.com/ American advertisements from the 1950s
http://memory.loc.gov/ammem/index.html Historic advertisements archived by the Library of
Congress
Obedience in the Classroom (APA Goal 5): Hunter (1981) and Halonen (1986) developed an
exercise that you can use before you discuss obedience to make the topic more meaningful to
your students. Halonen suggests using this exercise on the first day of class; Hunter suggests
using another instructor to conduct the exercise if it is not the first day of class.
First, you should make some requests that seem perfectly normal in the context of the classroom
(e.g., asking everyone to move toward the front of the room, asking students to remove

108 CHAPTER 7
everything from the top of their desks). You should gradually make the requests stranger (e.g.,
require notes to be taken only in pencil, have students take off their watches, have everyone raise
a hand on which they have a ring). Finally, the requests should escalate to complete bizarreness,
so that people look silly by complying (e.g., have people with blonde hair stand up and face the
back of the room while the rest of the class applauds, have students flap their arms and cluck like
a chicken).
Ask students why they did what you requested. Typically, you will find that the instructor is
perceived as an authority figure that should be obeyed. You should then be able to generate a
lively discussion focusing on obedience. For example, should authority figures always be
obeyed? How can blind obedience to authority be overcome? Once students have experienced an
obedience situation themselves, Milgram's research becomes more credible, more interesting, and
easier to understand.
Halonen, J. (1986). Teaching Critical Thinking in Psychology. Milwaukee: Alverno Productions.
Hunter, W.J. (1981). Obedience to authority. In L.T. Benjamin, Jr., & K.D. Lowman (Eds.),
Activities Handbook for the Teaching of Psychology (pp. 149-150). Washington, DC:
American Psychological Association.
Blaming the Victim (APA Goals 1, 3): Bloyd (1990) developed this exercise based on a story
from Dolgoff and Feldstein (1984). Read your class the following story:
Once upon a time, a husband and a wife lived together in a part of the city separated by a river
from places of employment, shopping, and entertainment. The husband had to work nights. Each
evening, he left his wife and took the ferry to work, returning in the morning
The wife soon tired of this arrangement. Restless and lonely, she would take the next ferry into
town and develop relationships with a series of lovers. Anxious to preserve her marriage, she
always returned home before her husband. In fact, her relationships were always limited. When
they threatened to become too intense, she would precipitate a quarrel with her current lover and
begin a new relationship.
One night, she caused such a quarrel with a man we will call Lover 1. He slammed the door in
her face, and she started back to the ferry. Suddenly, she realized that she had forgotten to bring
money for her return fare. She swallowed her pride and returned to Lover 1's apartment. But
Lover 1 was vindictive and angry because of the quarrel. He slammed the door on his former
lover, leaving her with no money. She remembered that a previous lover, who we shall call Lover
2, lived just a few doors away. Surely he would give her the ferry fare. However, Lover 2 was still
so hurt from their old quarrel that he, too, refused her the money.
Now the hour was late and the woman was getting desperate. She rushed down to the ferry and
pleaded with the ferryboat captain. He knew her as a regular customer. She asked if he could let
her ride free and if she could pay the next night. But the captain insisted that rules were rules and
that he could not let her ride without paying the fare.
Dawn would soon be breaking, and her husband would be returning from work. The woman
remembered that there was a free bridge about a mile further on. But the road to the bridge was
a dangerous one, known to be frequented by highwaymen. Nonetheless, she had to get home, so
she took the road. On the way a highwayman stepped out of the bushes and demanded her money.

109
She told him that she had none. He seized her. In the ensuing tussle, the highwayman stabbed the
woman, and she died.
Thus ends our story. There have been six characters: Husband, Wife, Lover 1, Lover 2, Ferryboat
Captain, and Highwayman. Please list, in descending order of responsibility for this woman's
death, all the characters. In other words, the one most responsible is listed first; the next most
responsible, second; and so on.
After students have followed the instructions at the end of the story, list the characters on the
board, ask for a show of hands for each of the six characters, and record the results. Bloyd reports
that about half will typically choose the wife first and half will list the highwayman first. Those
choosing the wife will often give such reasons as, "she deserved it," or "she was asking for
trouble." Basically, they are blaming the victim.
A simple change in the story can produce dramatically different results. If the wife is a widow
who works at night to make money to support her children and has to get home before the
babysitter leaves, the highwayman is blamed more often. His behavior has not changed, however.
This result makes it clear that the wife is being blamed because of her morals.
You can use this exercise to generate some interesting class discussions about rape, crime,
poverty, etc. Also, the exercise helps sensitize students to the tendency to blame the victim, which
can be related to the fundamental attribution error, or the “just world” hypothesis.
Bloyd, J.R. (1990, October). Blaming the Victim. Presented at the Mid-America Conference for
Teachers of Psychology, Evansville, IN.
Dolgoff, R., & Feldstein, D. (1984). Understanding Social Welfare (2nd ed.). New York:
Longman.
Application: Compliance Techniques (APA Goals 4, 7): Based on the Applications section in
the chapter, ask students to create a skit that demonstrates how various compliance techniques
could be used to sell a particular product, or to ask a friend for a specific favor. Handout 7.1 is a
worksheet to guide this process. You can have students complete the worksheet only or also
present their ideas in the form of a skit or role-playing.
On this same topic, you might consider bringing in various advertisements from magazines and
newspapers. Students can identify ways that compliance techniques are attempted in these
advertisements, or discuss other examples that come to mind as they view the sample
advertisements.
Self-Assessment: Argumentativeness Scale (APA Goal 9): This scale, a copy of which appears
in the Personal Explorations Workbook, is designed to measure one aspect of a person's social
influence behavior. Specifically, it assesses one's tendency to argue with others in persuasive
efforts. Studies of the scale's validity show that it correlates well with other measures of
communication tendencies and with friends' ratings of subjects' argumentativeness. After
administering the scale to your students, you can discuss how the scores might be related to a
person's tendency to be persuaded by others.
Self-Reflection: Can You Identify Your Prejudicial Stereotypes? (APA Goals 5, 8): This
exercise, appearing in the Personal Explorations Workbook, provides students with a structured
reflection on self-identified stereotypes.

110 CHAPTER 7
VIDEOS
American Experience: A Class Apart. Built around the 1954 legal case Hernandez v. Texas, the
film interweaves the stories of its central characters with a broader story of the civil rights
movement. It brings to life the post-World War II struggle of Mexican Americans fighting to
dismantle the discrimination targeted against them. PBS, 2009, 60 minutes.
Anatomy of Prejudice: Jane Elliott's Seminar on Race. This program documents one of
Elliott’s diversity training seminars, modeled on an experiment she first conducted as a third-
grade teacher in 1968. Films for the Humanities and Sciences, 2009, 49 minutes.
Blink. This documentary examines the dramatic story of one-time white supremacist leader
Gregory Withrow, and in so doing explores the underlying themes of violence, racism, and
domination in American life and culture. Berkeley Media LLC, 2000, 57 minutes.
Brownsville, Black and White. This documentary explores the complex history of interracial
cooperation, urban change, and social conflict in Brownsville, a neighborhood of Brooklyn, New
York, from the 1930s to the present. Berkeley Media LLC, 2002, 83 minutes.
Candid Camera: Social Psychology. This program features humorous scenarios from Candid
Camera that illustrate basic themes and principles in social psychology, including conformity,
compliance, obedience, construction of social reality, persuasion, and expert influence. Insight
Media, 1994, 58 minutes.
The College Eye: The Angry Eye. This DVD shows Jane Elliott’s blue-eyed/brown-eyed
experiment set in a college environment. Insight Media, 2001, 35 minutes.
Conformity. Offering illustrative examples, this program examines the psychological concept of
conformity, defines the two types of conformity, and explores research and theory related to the
phenomenon. Insight Media, 2008, 19 minutes.
Conformity: In the Real-Life Lab. This ABC News program explores conformity, highlighting
neurological research that helps explain conformity and sheds light on the relationship between
group and individual behavior. Films for the Humanities and Sciences, 2006, 10 minutes.
Confronting Discrimination and Prejudice. Encourage students to explore biases and
stereotypes with this group of ABC News segments. Each scenario puts actors into exchanges
with unwitting bystanders, generating a wide range of responses—from overt hostility toward
other races and cultures to acts of genuine compassion. Films for the Humanities and Sciences,
2008, 37 minutes.
Obeying or Resisting Authority: A Psychological Retrospective. Social psychologist Jerry
Burger interprets the findings of a recent re-creation of the Milgram obedience experiments. Also
included are the 1971 Stanford prison experiment and the 2004 event in which a McDonald’s
manager and her fiancé strip-searched and abused an employee. Original footage is included,
along with present-day commentary from Philip Zimbardo. Films for the Humanities and
Sciences, 2007, 35 minutes.

111
Persuasion in Everyday Life. This program examines the forces that influence personal
judgments and beliefs. It shows how taste tests, the actions of others, laugh tracks, shop-at-home
television networks, and placebos influence opinions and actions. Insight Media, 2007, 25
minutes.
Prejudice: More Than Black and White. In this program, Susan Fiske of Princeton University
and Mahzarin Banaji of Harvard University, representatives from such tolerance groups as the
Council on American-Islamic Relations, and victims of prejudice share their insights into and
experiences with prejudice. Films for the Humanities and Sciences, 2008, 35 minutes.
The Psychology of Evil. Philip Zimbardo shares insights and graphic unseen photos from the
Abu Ghraib trials. Then he talks about the flip side: how easy it is to be a hero, and how we can
rise to the challenge. TED DVD on Demand, 2008, 23 minutes.
Psychology of Power. This program explores the nature of power and considers such issues as
balance, influence, responsibility, and abuses of power. It outlines the sources of power and
discusses normative and informational influences. Insight Media, 2008, 23 minutes.
Quiet Rage: The Stanford Prison Experiment. This DVD documents Philip Zimbardo’s
landmark study in which he created a mock prison, randomly dividing a group of students into
prisoners and guards. It shows how the behavior of each group rapidly conformed to assigned
roles. Insight Media, 1990, 50 minutes.
Race and Sex: What We Think (But Can’t Say). Our subconscious mind categorizes people by
details such as gender, race, and age. Can prejudice be overcome? What is the “stereotype
effect”? Is it possible to visually perceive sexual orientation? This ABC News program seeks
answers to these and other questions by exploring various lines of research. Films for the
Humanities and Sciences, 2006, 39 minutes.
Racial Stereotypes in the Media. This program examines the relationship between mass media
and social constructions of race from political and economic perspectives while looking at the
effects media can have on audiences. Films for the Humanities and Sciences Production, 2008, 42
minutes.
Sexual Stereotypes in the Media. This program illustrates some of the commercial, cultural,
psychological, and sociological forces that have shaped sexual stereotypes in the media. Films for
the Humanities and Sciences Production, 2008, 38 minutes.
Them and Us: Cultural Awareness. Explaining that prejudice is rooted in a need to distinguish
between “us” and “them,” this video explores the mental processes used to evaluate other
cultures. It shows how cognitive habits can lead to prejudices. Insight Media, 2007, 25 minutes.
Zimbardo Speaks: The Lucifer Effect and the Psychology of Evil. In this lecture, Zimbardo
discourses on theories of conformity, prejudice, aggression, social influence, and antisocial
behavior. Films for the Humanities and Sciences, 2008, 127 minutes.

112 CHAPTER 7
CENGAGE LEARNING VIDEOS
Implicit Association Test. Psychology: Research in Action Videos (Volume I). This video
explains the research of Mahazin Banaji using the Implicit Association Test to explore
discrepancies between our conscious and unconscious attitudes towards groups of people. 6
minutes.
Reducing Racial Prejudice. Research in Action Videos (Volume I). This program summarizes
research by Jay Van Bazel and others on implicit racial bias and how these negative attitudes can
be reduced. 7 minutes.
Sexual Prejudice. Research in Action Videos (Volume I). This video provides an overview of
Gregory Herek’s research on the psychological processes behind heterosexuals’ attitudes toward
gay people and links between sexual prejudice and other forms of prejudice. 6 minutes.
HELPFUL WEBSITES
Confirmation Bias. This article provides an overview of the bias with several example and links
to related topics. http://www.skepdic.com/
Introduction to Social Influence. This portion of the Working Psychology website offers an
introduction to social influence, persuasion, compliance, propaganda, "brainwashing," and related
ethical issues. http://www.workingpsychology.com/
Psybersite. Miami University’s “Psybersite” contains tutorials on a variety of topics related to
social psychology. http://www.units.muohio.edu/psybersite/
Social Psychology Network. This site includes links to topics related to prejudice and
discrimination, gender, culture, social influence, interpersonal relations, group behavior,
aggression, and more. http://www.socialpsychology.org/
Social Psychology News. Science Daily Mind and Brain provides news about research in social
psychology. http://www.sciencedaily.com/
Society for Personality and Social Psychology. This site provides a list of links in the areas of
personality and social psychology. http://www.spsp.org/
Solomon Asch Center. This website hosted by Bryn Mawr College includes an overview of the
work of Solomon Asch, as well as additional social psychology resources.
http://www.brynmawr.edu/
Stanford Prison Experiment. This site includes a slide show, descriptions, and discussion
questions concerning Philip Zimbardo’s simulated prison study. http://www.prisonexp.org/
Stanley Milgram. An informative website describing the man and his research.
http://www.stanleymilgram.com/

113
Confirmation Bias. This website provides many teaching lessons, activities, and demonstrations
including a detailed description for a classroom activity illustrating the confirmation bias.
http://www.devpsy.org/
Project Implicit. This Harvard University site provides an array of implicit association tests in a
variety of areas such as age, gender, race, sexuality, skin tone, and religion.
http://implicit.harvard.edu/
Resources for the Teaching of Social Psychology. John Mueller’s faculty webpage includes a
link to a wide array of resources such as assignments, activities, and examples of concepts.
http://jonathan.mueller.faculty.noctrl.edu/

Another Random Scribd Document
with Unrelated Content

vertue, I wolde my spousaile were proved, and than may I live
out of doute, and rejoice me greetly, in thinking of tho vertues
so shewed.'
3
'I herde thee saye,' quod she, 'at my beginning, whan I receyved
thee firste for to serve, that thy jewel, thilke Margaryte thou
desyrest, was closed in a muskle with a blewe shel.'
'Ye, forsothe,' quod I; 'so I sayd; and so it is.'
'Wel,' quod she, 'every-thing kyndly sheweth it-selfe; this
3
jewel, closed in a blewe shel, [by] excellence of coloures sheweth
vertue from within; and so every wight shulde rather loke to the
propre vertue of thinges than to his forayne goodes. If a thing
be engendred of good mater, comenly and for the more part, it
foloweth, after the congelement, vertue of the first mater (and
4
it be not corrupt with vyces) to procede with encrees of good
vertues; eke right so it fareth of badde. Trewly, greet excellence
in vertue of linage, for the more part, discendeth by kynde to
the succession in vertues to folowe. Wherfore I saye, the †colour
of every Margarit sheweth from within the fynesse in vertue.
4
Kyndely heven, whan mery †weder is a-lofte, apereth in mannes
eye of coloure in blewe, stedfastnesse in pees betokening within
and without. Margaryte is engendred by hevenly dewe, and
sheweth in it-selfe, by fynenesse of colour, whether the engendrure
were maked on morowe or on eve; thus sayth kynde of this
5
perle. This precious Margaryte that thou servest, sheweth it-selfe
discended, by nobley of vertue, from this hevenlich dewe,
norisshed
and congeled in mekenesse, that †moder is of al vertues; and, by
werkes that men seen withouten, the significacion of the coloures
ben shewed, mercy and pitee in the herte, with pees to al other;
5

and al this is y-closed in a muskle, who-so redily these vertues
loken. Al thing that hath soule is reduced in-to good by mene
thinges,
as thus: In-to god man is reduced by soules resonable; and so
forth beestes, or bodyes that mowe not moven, after place ben
reduced in-to manne by beestes †mene that moven from place to
6
place. So that thilke bodyes that han felinge soules, and move
not from places, holden the lowest degree of soulinge thinges in
felinge; and suche ben reduced in-to man by menes. So it
foloweth, the muskle, as †moder of al vertues, halt the place of
mekenesse, to his lowest degree discendeth downe of heven, and
6
there, by a maner of virgine engendrure, arn these Margarytes
engendred, and afterward congeled. Made not mekenesse so
lowe the hye heven, to enclose and cacche out therof so noble
a dewe, that after congelement, a Margaryte, with endelesse
vertue
and everlasting joy, was with ful vessel of grace yeven to every
7
creature, that goodly wolde it receyve?'
'Certes,' quod I, 'these thinges ben right noble; I have er this
herd these same sawes.'
'Than,' quod she, 'thou wost wel these thinges ben sothe?'
'Ye, forsothe,' quod I, 'at the ful.'
7
'Now,' quod she, 'that this Margaryte is ful of vertue, it is wel
proved; wherfore som grace, som mercy, among other vertues,
I wot right wel, on thee shal discende?'
'Ye,' quod I; 'yet wolde I have better declared, vertues in this
Margarite kyndely to ben grounded.'
8
'That shal I shew thee,' quod she, 'and thou woldest it lerne.'

'Lerne?' quod I, 'what nedeth suche wordes? Wete ye nat
wel, lady, your-selfe, that al my cure, al my diligence, and al my
might, have turned by your counsayle, in plesaunce of that perle?
Al my thought and al my studye, with your helpe, desyreth, in
8
worshippe [of] thilke jewel, to encrese al my travayle and al my
besinesse in your service, this Margaryte to gladde in some halve.
Me were lever her honour, her plesaunce, and her good chere
thorow me for to be mayntayned and kept, and I of suche thinge
in her lykinge to be cause, than al the welthe of bodily goodes ye
9
coude recken. And wolde never god but I putte my-selfe in
greet jeopardy of al that I †welde, (that is now no more but
my lyf alone), rather than I shulde suffre thilke jewel in any
pointe ben blemisshed; as ferre as I may suffre, and with my
mightes strecche.'
9
'Suche thing,' quod she, 'may mokel further thy grace, and
thee in my service avaunce. But now (quod Love) wilt thou
graunte me thilke Margaryte to ben good?'
'O! good †god,' quod I, 'why tempte ye me and tene with
suche maner speche? I wolde graunt that, though I shulde anon
10
dye; and, by my trouthe, fighte in the quarel, if any wight wolde
countreplede.'
'It is so moche the lighter,' quod Love, 'to prove our entent.'
'Ye,' quod I; 'but yet wolde I here how ye wolde prove that
she were good by resonable skil, that it mowe not ben denyed.
10
For although I knowe, and so doth many other, manifold goodnesse
and vertue in this Margaryte ben printed, yet some men
there ben that no goodnesse speken; and, wher-ever your wordes
ben herd and your resons ben shewed, suche yvel spekers, lady,
by auctoritè of your excellence, shullen be stopped and ashamed!

11
And more, they that han non aquayntaunce in her persone, yet
mowe they knowe her vertues, and ben the more enfourmed in
what wyse they mowe sette their hertes, whan hem liste in-to your
service any entree make. For trewly al this to beginne, I wot
wel my-selfe that thilke jewel is so precious perle, as a womanly
11
woman in her kynde; in whom of goodnesse, of vertue, and also
of answeringe shappe of limmes, and fetures so wel in al pointes
acording, nothing fayleth. I leve that kynde her made with greet
studye; for kynde in her person nothing hath foryet[en], and that
is wel sene. In every good wightes herte she hath grace of
12
commending and of vertuous praysing. Alas! that ever kynde
made her deedly! Save only in that, I wot wel, that Nature,
in fourminge of her, in no-thinge hath erred.'
Ch. XII. 1. threwe. 2. se. 5. Reason. 7. ycleaped. 8. fyre. thynge. hete;
read heted. 9. sette. one. 12. outforthe. 13. sey. fyre. 14. neighed; read
neigheth. hete; read heted.
15. wrethe (!); read wercheth. nothynge. 16. catche. 17-8. the (twice).
20. arte. the. 21. desyre. ceased. 22. shalte easely. 24. the. 26. thoughe.
27. maye. 28. greatly. 30. the say. 31. the. 35. Supply by. 38. parte. 40.
encrease. 41. great. 42. parte. 43. colours; read colour. 45. wether; read
weder. 46. peace. 48. coloure.
52, 63. mother; read moder. 53. sene. signification. 54. pytie. 56.
meane. 58. forthe. 59. meue; misprint for mene. mouyn. 62. meanes.
63. halte. 65. arne. 66. afterwarde. 67. catche. 72. herde. 73. woste. 75.
Nowe. 76. some (twice). amonge. 77. wotte. 77, 80. the (twice). 85. I
supply of. encrease. 87. leauer. pleasaunce.
88. thorowe. kepte. 90. put. 91. great ieoperdye. wolde; read welde.
nowe. lyfe. 94. stretche. 95. maye. 96. the. nowe. wylte. 98. good good;
read good god. 99. thoughe. anone. 100. fyght. 103. howe. 104.
reasonable. 105. dothe. 108. herde. reasons. 110. none. 113. entre.
wote. 115. whome. 117. nothynge. great. 118. foryet. 121. onely.

CHAPTER XIII.
'Certes,' quod Love, 'thou hast wel begonne; and I aske
thee this question: Is not, in general, every-thing good?'
'I not,' quod I.
'No?' quod she; '†saw not god everything that he made, and
weren right good?'
'Than is wonder,' quod I, 'how yvel thinges comen a-place,
sithen that al thinges weren right good.'
'Thus,' quod she, 'I wol declare. Everiche qualitè and every
accion, and every thing that hath any maner of beinge, it is of
1
god; and god it made, of whom is al goodnesse and al being.
Of him is no badnesse. Badde to be, is naught; good to be,
is somwhat; and therfore good and being is oon in
understanding.'
'How may this be?' quod I. 'For often han shrewes me
1
assailed, and mokel badnesse therin have I founden; and so me
semeth bad to be somwhat in kynde.'
'Thou shalt,' quod she, 'understande that suche maner badnesse,
whiche is used to purifye wrong-doers, is somwhat; and god it
made, and being [it] hath; and that is good. Other badnesse no
2
being hath utterly; it is in the negative of somwhat, and that is
naught and nothing being. The parties essential of being arn
sayd in double wyse, as that it is; and these parties ben founde
in every creature. For al thing, a this halfe the first being, is
being through participacion, taking partie of being; so that [in]
2
every creature is difference bitwene being of him through whom
it is, and his own being. Right as every good is a maner of

being, so is it good thorow being; for it is naught other to be.
And every thing, though it be good, is not of him-selfe good;
but it is good by that it is ordinable to the greet goodnesse.
3
This dualitè, after clerkes †determinison, is founden in every
creature, be it never so single of onhed.'
'Ye,' quod I; 'but there-as it is y-sayd that god †saw every-thing
of his making, and [they] were right good (as your-selfe
sayd to me not longe tyme sithen), I aske whether every creature
3
is y-sayd "good" through goodnesse unfourmed eyther els
fourmed;
and afterward, if it be accept utterly good?'
'I shal say thee,' quod she. 'These grete passed clerkes han
devyded good in-to good being alone, and that is nothing but
†god, for nothing is good in that wyse but god: also, in good by
4
participacion, and that is y-cleped "good" for far fet and
representative of †godly goodnesse. And after this maner manyfold
good is sayd, that is to saye, good in kynde, and good in gendre,
and good of grace, and good of joy. Of good in kynde Austen
sayth, "al that ben, ben good." But peraunter thou woldest
4
wete, whether of hem-selfe it be good, or els of anothers
goodnesse:
for naturel goodnesse of every substaunce is nothing els than his
substancial being, which is y-cleped "goodnesse" after comparison
that he hath to his first goodnesse, so as it is inductatife by menes
in-to the first goodnesse. Boece sheweth this thing at the ful, that
5
this name "good" is, in general, name in kynde, as it is
comparisoned
generally to his principal ende, which is god, knotte of
al goodnesse. Every creature cryeth "god us made"; and so
they han ful apeted to thilke god by affeccion such as to hem
longeth; and in this wyse al thinges ben good of the gret god,

5
which is good alone.'
'This wonder thing,' quod I, 'how ye have by many resons
proved my first way to be errour and misgoing, and cause[d] of
badnesse and feble meninge in the grounde ye aleged to be roted.
Whence is it that suche badnesse hath springes, sithen al thinges
6
thus in general ben good, and badnesse hath no being, as ye have
declared? I wene, if al things ben good, I might than with the
first way in that good have ended, and so by goodnesse have
comen
to blisse in your service desyred.'
'Al thing,' quod she, 'is good by being in participacion out of
6
the firste goodnesse, whiche goodnesse is corrupt by badnesse
and badde-mening maners. God hath [ordeyned] in good thinges,
that they ben good by being, and not in yvel; for there is absence
of rightful love. For badnesse is nothing but only yvel wil of the
user, and through giltes of the doer; wherfore, at the ginninge of
7
the worlde, every thing by him-selfe was good; and in universal
they weren right good. An eye or a hand is fayrer and betterer
in a body set, in his kyndely place, than from the body dissevered.
Every thing in his kyndly place, being kyndly, good doth werche;
and, out of that place voyded, it dissolveth and is defouled him-
selve.
7
Our noble god, in gliterande wyse, by armony this world
ordeyned, as in purtreytures storied with colours medled, in
whiche blacke and other derke colours commenden the golden
and the asured paynture; every put in kyndely place, oon, besyde
another, more for other glitereth. Right so litel fayr maketh
8
right fayr more glorious; and right so, of goodnesse, and of other
thinges in vertue. Wherfore other badde and not so good perles
as this Margaryte that we han of this matier, yeven by the ayre

litel goodnesse and litel vertue, [maken] right mokel goodnesse
and vertue in thy Margaryte to ben proved, in shyning wyse to be
8
founde and shewed. How shulde ever goodnesse of pees have
ben knowe, but-if unpees somtyme reigne, and mokel yvel
†wrathe?
How shulde mercy ben proved, and no trespas were, by due
justification, to be punisshed? Therfore grace and goodnesse of
a wight is founde; the sorouful hertes in good meninge to endure,
9
ben comforted; unitè and acord bitwene hertes knit in joye to
abyde. What? wenest thou I rejoyce or els accompte him among
my servauntes that pleseth Pallas in undoinge of Mercurye, al-be-it
that to Pallas he be knit by tytle of lawe, not according to
resonable conscience, and Mercurie in doinge have grace to ben
9
suffered; or els him that †weyveth the moone for fayrenesse of
the eve-sterre? Lo! otherwhyle by nightes, light of the moone
greetly comforteth in derke thoughtes and blynde. Understanding
of love yeveth greet gladnesse. Who-so list not byleve, whan
a sothe tale is shewed, a dewe and a deblys his name is entred.
10
Wyse folk and worthy in gentillesse, bothe of vertue and of
livinge, yeven ful credence in sothnesse of love with a good herte,
there-as good evidence or experience in doinge sheweth not the
contrarie. Thus mightest thou have ful preef in thy Margarytes
goodnesse, by commendement of other jewels badnesse and
10
yvelnesse in doing. Stoundemele diseses yeveth several houres
in joye.'
'Now, by my trouthe,' quod I, 'this is wel declared, that my
Margaryte is good; for sithen other ben good, and she passeth
manye other in goodnesse and vertue; wherthrough, by maner
11
necessarie, she muste be good. And goodnesse of this Margaryte
is nothing els but vertue; wherfore she is vertuous; and if there
fayled any vertue in any syde, there were lacke of vertue. Badde

nothing els is, ne may be, but lacke and want of good and
goodnesse;
and so shulde she have that same lacke, that is to saye,
11
badde; and that may not be. For she is good; and that is good,
me thinketh, al good; and so, by consequence, me semeth,
vertuous,
and no lacke of vertue to have. But the sonne is not knowe but
he shyne; ne vertuous herbes, but they have her kynde werchinge;
ne vertue, but it strecche in goodnesse or profyt to another, is no
12
vertue. Than, by al wayes of reson, sithen mercy and pitee ben
moste commended among other vertues, and they might never ben
shewed, [unto] refresshement of helpe and of comfort, but now
at my moste nede; and that is the kynde werkinge of these
vertues; trewly, I wene, I shal not varye from these helpes. Fyr,
12
and-if he yeve non hete, for fyre is not demed. The sonne, but
he shyne, for sonne is not accompted. Water, but it wete, the
name shal ben chaunged. Vertue, but it werche, of goodnesse
doth it fayle; and in-to his contrarie the name shal ben reversed.
And these ben impossible; wherfore the contradictorie, that is
13
necessarye, nedes muste I leve.'
'Certes,' quod she, 'in thy person and out of thy mouthe these
wordes lyen wel to ben said, and in thyne understanding to be
leved, as in entent of this Margaryte alone. And here now my
speche in conclusion of these wordes.
Ch. XIII. 1. haste. 2, 4. thynge. 4. saue; read saw. 5. werne. 6. howe. 9.
action. 12. one. 14. Howe. 18. wronge. 19. I supply it. 21. arne. 24. I
supply in. and of; I omit and. 27. thorowe. 29. great. determission (!);
read determinison. 32. ysayde. saue; read saw. 33. I supply they.
35. ysayde. 36. afterwarde. accepte. 37. the. great. 39. good; read god.
40. farre fette. 41. goodly; read godly. manyfolde. 44. saythe. 47.
ycleaped. 48. meanes. 53. affection. 56. howe. reasons. 57. waye. cause;

read caused. 59. baddesse (!). 65. corrupte. 66. meanynge. I supply
ordeyned. 68. nothynge. onely. 71. werne. hande.
72. sette. disceuered. 73. dothe. 75. worlde. 78. putte. one. 79. lytle
fayre. 80. fayre. 83. Supply maken. 85. Howe. peace. 86. vnpeace.
wrothe; read wrathe. 87. Howe. trespeace (!). 89. meanynge. 90.
acorde. knytte. 91. amonge. 92. pleaseth. 93. knytte. 94. reasonable. 95.
weneth; read weyveth. 97. greatly. 98. great. lyste. 99. adewe. 100.
folke. 101. hert. 103. prefe. 105. diseases. 107. Nowe.
109. wherthroughe. 111. no thynge. 113. wante. 115. maye. 119.
stretche. profyte. 120. reason. pytie. 121. amonge. 122. Supply unto.
comforte. nowe. 124. Fyre. 125. none heate. 128. dothe. 133. nowe.
CHAPTER XIV.
In these thinges,' quod she, 'that me list now to shewe
openly, shal be founde the mater of thy sicknesse, and
what shal ben the medicyn that may be thy sorowes lisse and
comfort, as wel thee as al other that amisse have erred and out of
the way walked, so that any drope of good wil in amendement
[may] ben dwelled in their hertes. Proverbes of Salomon openly
techeth, how somtyme an innocent walkid by the way in
blyndnesse of a derke night; whom mette a woman (if it be leefly
to
saye) as a strumpet arayed, redily purveyed in turninge of
1
thoughtes with veyne janglinges, and of rest inpacient, by
dissimulacion of my termes, saying in this wyse: "Com, and be we
dronken of our swete pappes; use we coveitous collinges." And
thus drawen was this innocent, as an oxe to the larder.'
'Lady,' quod I, 'to me this is a queynte thing to understande;
1
I praye you, of this parable declare me the entent.'
'This innocent,' quod she, 'is a scoler lerninge of my lore, in
seching of my blisse, in whiche thinge the day of his thought

turning enclyneth in-to eve; and the sonne, of very light faylinge,
maketh derke night in his conninge. Thus in derknesse of many
2
doutes he walketh, and for blyndenesse of understandinge, he ne
wot in what waye he is in; forsothe, suche oon may lightly ben
begyled. To whom cam love fayned, not clothed of my livery,
but [of] unlefful lusty habit, with softe speche and mery; and
with fayre honyed wordes heretykes and mis-meninge people
2
skleren and wimplen their errours. Austen witnesseth of an
heretyk, that in his first beginninge he was a man right expert
in resons and swete in his wordes; and the werkes miscorden.
Thus fareth fayned love in her firste werchinges. Thou knowest
these thinges for trewe; thou hast hem proved by experience
3
somtyme, in doing to thyne owne person; in whiche thing thou hast
founde mater of mokel disese. Was not fayned love redily
purveyed, thy wittes to cacche and tourne thy good thoughtes?
Trewly, she hath wounded the conscience of many with florisshinge
of mokel jangling wordes; and good worthe thanked I it for
3
no glose. I am glad of my prudence thou hast so manly her
†weyved. To me art thou moche holden, that in thy kynde
course of good mening I returne thy mynde. I trowe, ne had
I shewed thee thy Margaryte, thou haddest never returned. Of
first in good parfit joye was ever fayned love impacient, as the
4
water of Siloë, whiche evermore floweth with stilnesse and privy
noyse til it come nighe the brinke, and than ginneth it so out of
mesure to bolne, with novelleries of chaunging stormes, that in
course of every renning it is in pointe to spille al his circuit of
†bankes. Thus fayned love prively, at the fullest of his flowinge,
4
[ginneth] newe stormes [of] debat to arayse. And al-be-it that
Mercurius [servants] often with hole understandinge knowen
suche perillous maters, yet Veneriens so lusty ben and so leude
in their wittes, that in suche thinges right litel or naught don
they fele; and wryten and cryen to their felawes: "here is blisse,

5
here is joye"; and thus in-to one same errour mokel folk they
drawen. "Come," they sayen, "and be we dronken of our
pappes"; that ben fallas and lying glose, of whiche mowe they not
souke milke of helthe, but deedly venim and poyson, corrupcion
of sorowe. Milke of fallas is venim of disceyt; milke of lying glose
5
is venim of corrupcion. Lo! what thing cometh out of these
pappes! "Use we coveited collinges"; desyre we and meddle we
false
wordes with sote, and sote with false! Trewly, this is the sorinesse
of fayned love; nedes, of these surfettes sicknesse muste
folowe. Thus, as an oxe, to thy langoring deth were thou drawen;
6
the sote of the smoke hath thee al defased. Ever the deper thou
somtyme wadest, the soner thou it founde; if it had thee killed,
it had be litel wonder. But on that other syde, my trewe
servaunt[s] not faynen ne disceyve conne; sothly, their doinge
is open; my foundement endureth, be the burthen never so
6
greet; ever in one it lasteth. It yeveth lyf and blisful goodnesse
in the laste endes, though the ginninges ben sharpe. Thus of
two contraries, contrarye ben the effectes. And so thilke
Margaryte thou servest shal seen thee, by her service out of
perillous tribulacion delivered, bycause of her service in-to newe
7
disese fallen, by hope of amendement in the laste ende, with joye
to be gladded. Wherfore, of kynde pure, her mercy with grace
of good helpe shal she graunte; and els I shal her so strayne,
that with pitè shal she ben amaystred. Remembre in thyne
herte how horribly somtyme to thyne Margaryte thou trespasest,
7
and in a grete wyse ayenst her thou forfeytest! Clepe ayen thy
mynde, and know thyne owne giltes. What goodnesse, what
bountee, with mokel folowing pitè founde thou in that tyme?
Were thou not goodly accepted in-to grace? By my pluckinge
was she to foryevenesse enclyned. And after, I her styred to
8

drawe thee to house; and yet wendest thou utterly for ever
have ben refused. But wel thou wost, sithen that I in suche
sharpe disese might so greetly avayle, what thinkest in thy wit?
How fer may my wit strecche? And thou lache not on thy syde,
I wol make the knotte. Certes, in thy good bering I wol acorde
8
with the psauter: "I have founde David in my service true, and
with holy oyle of pees and of rest, longe by him desyred, utterly
he shal be anoynted." Truste wel to me, and I wol thee not
fayle. The †leving of the first way with good herte of continuance
that I see in thee grounded, this purpose to parfourme, draweth
9
me by maner of constrayning, that nedes muste I ben thyne helper.
Although mirthe a whyle be taried, it shal come at suche seson,
that thy thought shal ben joyed. And wolde never god, sithen
thyne herte to my resons arn assented, and openly hast confessed
thyne amisse-going, and now cryest after mercy, but-if mercy
9
folowed; thy blisse shal ben redy, y-wis; thou ne wost how sone.
Now be a good child, I rede. The kynde of vertues, in thy
Margaryte rehersed, by strength of me in thy person shul werche.
Comfort thee in this; for thou mayst not miscary.' And these
wordes sayd, she streyght her on length, and rested a whyle.
¶ Thus endeth the seconde book, and here after foloweth
the thirde book.
Ch. XIV. 1. nowe. 4. the. 6. Supply may. 7. teacheth. howe.
8. lefely. 11. sayeng. Come. 14. thynge. 16. scholer. 17. daye. 21. wote.
one. 22. whome came. 23. Supply of. unleful lustye habyte. 24. misse-.
26. heretyke. experte. 27. resones. 29. haste. 32. catche. 35. gladde. 36.
veyned; read weyved. arte. 37. meanyng. 38. the. 39. parfyte. 42.
measure. 43. spyl. 44. cankes (!); read bankes.
45. I supply ginneth and of. debate. 46. I supply servants. 51. sayne. 52-
4. lyeng. 54. disceyte. 55. thynge. 58. must. 60. the. 61. the. 63.

seruaunt. 65. great. lyfe. 68. sene the. 70, 82. disease. 72. graunt. 74.
howe. 75. great. 76. knowe. 77. bountie. 80. the.
82. greatly. 83. howe ferre maye my wytte stretche. 86. peace. 87. the.
88. leanyng (!). 89. se. the. 93. reasones arne. haste. 94. nowe. 96.
chylde. 98. Comforte the. 99. sayde. Colophon. booke. boke.
BOOK III.
CHAPTER I.
Of nombre, sayn these clerkes, that it is naturel somme of
discrete thinges, as in tellinge oon, two, three, and so forth;
but among al nombres, three is determined for moste certayn.
Wherfore in nombre certayn this werk of my besy leudenesse
I thinke to ende and parfourme. Ensample by this worlde, in
three tymes is devyded; of whiche the first is cleped †Deviacion,
that is to say, going out of trewe way; and al that tho dyeden, in
helle were they punisshed for a man[ne]s sinne, til grace and
mercy
fette hem thence, and there ended the firste tyme. The seconde
1
tyme lasteth from the comming of merciable grace until the ende
of transitorie tyme, in whiche is shewed the true way in fordoinge
of the badde; and that is y-cleped tyme of Grace. And that
thing is not yeven by desert of yeldinge oon benefyt for another,
but only through goodnesse of the yever of grace in thilke tyme.
1
Who-so can wel understande is shapen to be saved in souled
blisse. The thirde tyme shal ginne whan transitorie thinges of
worldes han mad their ende; and that shal ben in Joye, glorie, and
rest, both body and soule, that wel han deserved in the tyme of
Grace. And thus in that heven †togider shul they dwelle
perpetuelly,
2
without any imaginatyfe yvel in any halve. These
tymes are figured by tho three dayes that our god was closed

in erthe; and in the thirde aroos, shewing our resurreccion to
joye and blisse of tho that it deserven, by his merciable grace.
So this leude book, in three maters, accordaunt to tho tymes,
2
lightly by a good inseër may ben understonde; as in the firste,
Errour of misse-goinge is shewed, with sorowful pyne punisshed,
†that cryed after mercy. In the seconde, is Grace in good waye
proved, whiche is faylinge without desert, thilke first misse
amendinge, in correccion of tho erroures, and even way to bringe,
3
with comfort of welfare in-to amendement wexinge. And in the
thirde, Joye and blisse graunted to him that wel can deserve it,
and hath savour of understandinge in the tyme of grace. Thus
in Joye, of my thirde boke, shal the mater be til it ende.
But special cause I have in my herte to make this proces
3
of a Margarit-perle, that is so precious a gemme †whyt, clere and
litel, of whiche stones or jewel[les] the tonges of us Englissh
people tourneth the right names, and clepeth hem 'Margery-perles';
thus varieth our speche from many other langages. For
trewly Latin, Frenche, and many mo other langages clepeth hem,
4
Margery-perles, [by] the name 'Margarites,' or 'Margarite-perles';
wherfore in that denominacion I wol me acorde to other mens
tonges, in that name-cleping. These clerkes that treten of kyndes,
and studien out the propertee there of thinges, sayn: the Margarite
is a litel whyt perle, throughout holowe and rounde and
4
vertuous; and on the see-sydes, in the more Britayne, in
muskle-shelles, of the hevenly dewe, the best ben engendred; in
whiche
by experience ben founde three fayre vertues. Oon is, it yeveth
comfort to the feling spirites in bodily persones of reson. Another
is good; it is profitable helthe ayenst passions of sorie mens hertes.
5
And the thirde, it is nedeful and noble in staunching of bloode,
there els to moche wolde out renne. To whiche perle and vertues

me list to lyken at this tyme Philosophie, with her three speces,
that is, natural, and moral, and resonable; of whiche thinges
hereth what sayn these grete clerkes. Philosophie is knowing of
5
devynly and manly thinges joyned with studie of good living;
and this stant in two thinges, that is, conninge and opinion.
Conninge is whan a thing by certayn reson is conceyved. But
wrecches and fooles and leude men, many wil conceyve a thing
and mayntayne it as for sothe, though reson be in the contrarye;
6
wherfore conninge is a straunger. Opinion is whyl a thing is in
non-certayn, and hid from mens very knowleging, and by no parfit
reson fully declared, as thus: if the sonne be so mokel as men
wenen, or els if it be more than the erthe. For in sothnesse the
certayn quantitè of that planet is unknowen to erthly dwellers; and
6
yet by opinion of some men it is holden for more than midle-erth.
The first spece of philosophie is naturel; whiche in kyndely
thinges †treteth, and sheweth causes of heven, and strength of
kyndely course; as by arsmetrike, geometry, musike, and by
astronomye techeth wayes and cours of hevens, of planetes, and
7
of sterres aboute heven and erthe, and other elementes.
The seconde spece is moral, whiche, in order, of living maners
techeth; and by reson proveth vertues of soule moste worthy in
our living; whiche ben prudence, justice, temperaunce, and
strength. Prudence is goodly wisdom in knowing of thinges.
7
Strength voideth al adversitees aliche even. Temperaunce
distroyeth
beestial living with esy bering. And Justice rightfully
jugeth; and juging departeth to every wight that is his owne.
The thirde spece turneth in-to reson of understanding; al
thinges to be sayd soth and discussed; and that in two thinges is
8

devyded. Oon is art, another is rethorike; in whiche two al
lawes of mans reson ben grounded or els maintayned.
And for this book is of Love, and therafter bereth his name,
and philosophie and lawe muste here-to acorden by their clergial
discripcions, as: philosophie for love of wisdom is declared, lawe
8
for mainteynaunce of pees is holden: and these with love must
nedes acorden; therfore of hem in this place have I touched.
Ordre of homly thinges and honest maner of livinge in vertue,
with rightful jugement in causes and profitable administracion in
comminaltees of realmes and citees, by evenhed profitably to
9
raigne, nat by singuler avauntage ne by privè envy, ne by soleyn
purpos in covetise of worship or of goodes, ben disposed in open
rule shewed, by love, philosophy, and lawe, and yet love, toforn
al other. Wherfore as sustern in unitè they accorden, and oon
ende, that is, pees and rest, they causen norisshinge; and in the
9
joye maynteynen to endure.
Now than, as I have declared: my book acordeth with discripcion
of three thinges; and the Margarit in vertue is lykened
to Philosophy, with her three speces. In whiche maters ever
twey ben acordaunt with bodily reson, and the thirde with the
10
soule. But in conclusion of my boke and of this Margarite-perle
in knittinge togider, Lawe by three sondrye maners shal be lykened;
that is to saye, lawe, right, and custome, whiche I wol declare.
Al that is lawe cometh of goddes ordinaunce, by kyndly worching;
and thilke thinges ordayned by mannes wittes arn y-cleped right,
10
which is ordayned by many maners and in constitucion written.
But custome is a thing that is accepted for right or for lawe,
there-as lawe and right faylen; and there is no difference, whether
it come of scripture or of reson. Wherfore it sheweth, that lawe
is kyndly governaunce; right cometh out of mannes probable
11

reson; and custome is of commen usage by length of tyme
used; and custome nat writte is usage; and if it be writte,
constitucion it is y-written and y-cleped. But lawe of kynde is
commen to every nation, as conjunccion of man and woman in
love, succession of children in heritance, restitucion of thing
11
by strength taken or lent; and this lawe among al other halt
the soveraynest gree in worship; whiche lawe began at the
beginning of resonable creature; it varied yet never for no
chaunging of tyme. Cause, forsothe, in ordayning of lawe was to
constrayne mens hardinesse in-to pees, and withdrawing his yvel
12
wil, and turning malice in-to goodnesse; and that innocence
sikerly, withouten teneful anoye, among shrewes safely might
inhabite by proteccion of safe-conducte, so that the shrewes, harm
for harme, by brydle of ferdnesse shulden restrayne. But forsothe,
in kyndely lawe, nothing is commended but such as goddes
12
wil hath confirmed, ne nothing denyed but contrarioustee of
goddes wil in heven. Eke than al lawes, or custome, or els
constitucion by usage or wryting, that contraryen lawe of kynde,
utterly ben repugnaunt and adversarie to our goddes wil of heven.
Trewly, lawe of kynde for goddes own lusty wil is verily to
13
mayntayne; under whiche lawe (and unworthy) bothe professe
and reguler arn obediencer and bounden to this Margarite-perle
as by knotte of loves statutes and stablisshment in kynde, whiche
that goodly may not be withsetten. Lo! under this bonde am
I constrayned to abyde; and man, under living lawe ruled, by that
13
lawe oweth, after desertes, to ben rewarded by payne or by mede,
but-if mercy weyve the payne. So than †by part resonfully may
be seye, that mercy bothe right and lawe passeth. Th' entent
of al these maters is the lest clere understanding, to weten, at
th'ende of this thirde boke; ful knowing, thorow goddes grace,
14
I thinke to make neverthelater. Yet if these thinges han a good
and a †sleigh inseër, whiche that can souke hony of the harde

stone, oyle of the drye rocke, [he] may lightly fele nobley of mater
in my leude imaginacion closed. But for my book shal be of
joye (as I sayd), and I [am] so fer set fro thilke place fro whens
14
gladnesse shulde come; my corde is to short to lete my boket
ought cacche of that water; and fewe men be abouten my corde
to eche, and many in ful purpos ben redy it shorter to make, and
to enclose th' entrè, that my boket of joye nothing shulde cacche,
but empty returne, my careful sorowes to encrese: (and if I dye
15
for payne, that were gladnesse at their hertes): good lord, send
me water in-to the cop of these mountayns, and I shal drinke
therof, my thurstes to stanche, and sey, these be comfortable
welles; in-to helth of goodnesse of my saviour am I holpen. And
yet I saye more, the house of joye to me is nat opened. How
15
dare my sorouful goost than in any mater of gladnesse thinken to
trete? For ever sobbinges and complayntes be redy refrete in
his meditacions, as werbles in manifolde stoundes comming about
I not than. And therfore, what maner of joye coude [I] endyte?
But yet at dore shal I knocke, if the key of David wolde the locke
16
unshitte, and he bringe me in, whiche that childrens tonges both
openeth and closeth; whos spirit where he †wol wercheth,
departing goodly as him lyketh.
Now to goddes laude and reverence, profit of the reders,
amendement of maners of the herers, encresing of worship among
16
Loves servauntes, releving of my herte in-to grace of my jewel,
and fren[d]ship [in] plesance of this perle, I am stered in this
making, and for nothing els; and if any good thing to mennes
lyking in this scripture be founde, thanketh the maister of grace,
whiche that of that good and al other is authour and principal
17
doer. And if any thing be insufficient or els mislyking, †wyte
that the leudnesse of myne unable conning: for body in disese
anoyeth the understanding in soule. A disesely habitacion

letteth the wittes [in] many thinges, and namely in sorowe. The
custome never-the-later of Love, †by long tyme of service, in
17
termes I thinke to pursue, whiche ben lyvely to yeve understanding
in other thinges. But now, to enforme thee of this
Margarites goodnesse, I may her not halfe preyse. Wherfore, nat
she for my boke, but this book for her, is worthy to be commended,
tho my book be leude; right as thinges nat for places, but places
18
for thinges, ought to be desyred and praysed.
Book III: Ch. I. 1. sayne. 2. one. thre. 3. amonge. thre. 3, 4. certayne. 4.
werke. 6. thre. Demacion; read Deuiacion. 8. hel.
13. thynge. deserte. one benefyte. 14. onely. 16. gyn. 17. made. 19.
togyther. dwel. 21. thre. 22. arose. resurrection. 24. boke. thre. 25.
maye. 26. erroure. 27. is (!); read that. 28. deserte. 29. correction. waye.
30. comforte. 31. canne. 34. hert. processe. 35. peerle. with; read whyt
(see l. 44). 36. iewel; read iewelles. 39. cleapeth. 40. Supply by. 42.
treaten. 43. propertie. sayne. 44. whyte. 47. One. 48. comforte. reason.
51. ren. 52. thre. 54. sayn. great. 56. stante. 57. certayne. 58. wretches.
60. whyle. 61. -certayne. hydde. 62. parfyte reason. 64. certayne. 67.
treten; read treteth. 69. course. 73. lyueng. 74. wysdome. 76. lyueng.
easy bearyng. 78. reason. 80. one. arte. 81. reason. 82. booke. beareth.
84. wisdome. 85. peace.
88. administration. 89. commynalties. cytes. 91. purpose. 93. susterne.
one. 94. peace. 96. Nowe. boke. discription. 97-8. thre. 99. reason. 100.
peerle. 101. thre. 105. constitution. 110. reason. 112. constitutyon. 113.
coniunction. 114. restitution. 115. halte. 117. reasonable. 119. peace.
121. amonge. 122. harme for harme.
123. ferdenesse. 124. nothynge. 125. contraryoustie. 130. law. 131.
arne. 133. maye. 134. lyueng. 135. payn. 136. be; read by. parte
reasonfully. 137. sey. thentent. 139. thende. thorowe. 141. sleight; read
sleigh. 142. I insert he. 143. ymagination. boke. 144. Supply am. ferre.
145. let. 146-8. catch. 147. purpose. 148. thentre. 150. lorde sende. 152.
stanch. 157. meditations. 158. I supply I.

160. vnshyt. bring. 161. whose spirite. wel; read wol. 163. Nowe. profite.
165. hert. 166. frenship. I supply in. peerle. 170. with; read wyte. 172.
habitation. 173. I supply in. 174. be; read by. 176. nowe. enform the.
178-9. boke (thrice).
CHAPTER II.
'Now,' quod Love, 'trewly thy wordes I have wel understonde.
Certes, me thinketh hem right good; and me
wondreth why thou so lightly passest in the lawe.'
'Sothly,' quod I, 'my wit is leude, and I am right blynd, and
that mater depe. How shulde I than have waded? Lightly
might I have drenched, and spilte ther my-selfe.'
'Ye,' quod she, 'I shal helpe thee to swimme. For right as
lawe punissheth brekers of preceptes and the contrary-doers of the
written constitucions, right so ayenward lawe rewardeth and
1
yeveth mede to hem that lawe strengthen. By one lawe this
rebel is punisshed and this innocent is meded; the shrewe is
enprisoned and this rightful is corowned. The same lawe that
joyneth by wedlocke without forsaking, the same lawe yeveth
lybel of departicion bycause of devorse both demed and
1
declared.'
'Ye, ye,' quod I, 'I fynde in no lawe to mede and rewarde in
goodnes the gilty of desertes.'
'Fole,' quod she, 'gilty, converted in your lawe, mikel merit
deserveth. Also Pauly[n] of Rome was crowned, that by him the
2
maynteyners of Pompeus weren knowen and distroyed; and yet
toforn was this Paulyn cheef of Pompeus counsaile. This lawe
in Rome hath yet his name of mesuring, in mede, the bewraying of
the conspiracy, ordayned by tho senatours the deth. Julius Cesar
is acompted in-to Catons rightwisnesse; for ever in trouth

2
florissheth his name among the knowers of reson. Perdicas was
crowned in the heritage of Alexander the grete, for tellinge of
a prevy hate that king Porrus to Alexander hadde. Wherfore
every wight, by reson of lawe, after his rightwysenesse apertely
his mede may chalenge; and so thou, that maynteynest lawe of
3
kynde, and therfore disese hast suffred in the lawe, reward is
worthy to be rewarded and ordayned, and †apertly thy mede
might thou chalenge.'
'Certes,' quod I, 'this have I wel lerned; and ever hens-forward
I shal drawe me therafter, in oonhed of wil to abyde, this
3
lawe bothe maynteyne and kepe; and so hope I best entre in-to
your grace, wel deservinge in-to worship of a wight, without
nedeful compulsion, [that] ought medefully to be rewarded.'
'Truly,' quod Love, 'that is sothe; and tho[ugh], by constitucion,
good service in-to profit and avantage strecche, utterly
4
many men it demen to have more desert of mede than good wil
nat compelled.'
'See now,' quod I, 'how †many men holden of this the contrary.
And what is good service? Of you wolde I here this
question declared.'
4
'I shal say thee,' quod she, 'in a fewe wordes:—resonable
workinges in plesaunce and profit of thy soverayne.'
'How shulde I this performe?' quod I.
'Right wel,' quod she; 'and here me now a litel. It is hardely
(quod she) to understande, that right as mater by due
overchaunginges
5
foloweth his perfeccion and his forme, right so every

man, by rightful werkinges, ought to folowe the lefful desyres in
his herte, and see toforn to what ende he deserveth. For many
tymes he that loketh nat after th'endes, but utterly therof is
unknowen, befalleth often many yvels to done, wherthrough, er he
5
be war, shamefully he is confounded; th'ende[s] therof neden to
be before loked. To every desirer of suche foresight in good
service, three thinges specially nedeth to be rulers in his workes.
First, that he do good; next, that he do [it] by eleccion in his
owne herte; and the thirde, that he do godly, withouten any
6
surquedry in thoughtes. That your werkes shulden be good, in
service or in any other actes, authoritès many may be aleged;
neverthelater, by reson thus may it be shewed. Al your werkes
be cleped seconde, and moven in vertue of the firste wercher,
whiche in good workes wrought you to procede; and right so
6
your werkes moven in-to vertue of the laste ende: and right in
the first workinge were nat, no man shulde in the seconde werche.
Right so, but ye feled to what ende, and seen their goodnes
closed, ye shulde no more †recche what ye wrought; but the
ginning gan with good, and there shal it cese in the laste ende, if
7
it be wel considred. Wherfore the middle, if other-wayes it drawe
than accordant to the endes, there stinteth the course of good,
and another maner course entreth; and so it is a partie by him-
selve;
and every part [that] be nat accordant to his al, is foul and
ought to be eschewed. Wherfore every thing that is wrought
7
and be nat good, is nat accordant to th'endes of his al hole; it is
foul, and ought to be withdrawe. Thus the persons that neither
don good ne harm shamen foule their making. Wherfore, without
working of good actes in good service, may no man ben accepted.
Truely, the ilke that han might to do good and doon it nat, the
8
crowne of worship shal be take from hem, and with shame shul
they be anulled; and so, to make oon werke acordant with his

endes, every good servaunt, by reson of consequence, muste do
good nedes. Certes, it suffiseth nat alone to do good, but goodly
withal folowe; the thanke of goodnesse els in nought he
8
deserveth. For right as al your being come from the greetest
good, in whom al goodnesse is closed, right so your endes ben
directe to the same good. Aristotel determineth that ende and
good ben one, and convertible in understanding; and he that in
wil doth awey good, and he that loketh nat to th'ende, loketh nat
9
to good; but he that doth good and doth nat goodly, [and]
draweth away the direction of th'ende nat goodly, must nedes
be badde. Lo! badde is nothing els but absence or negative
of good, as derkenesse is absence or negative of light. Than he
that dooth [not] goodly, directeth thilke good in-to th'ende of
9
badde; so muste thing nat good folowe: eke badnesse to suche
folke ofte foloweth. Thus contrariaunt workers of th'ende
that is good ben worthy the contrary of th'ende that is good
to have.'
'How,' quod I, 'may any good dede be doon, but-if goodly it
10
helpe?'
'Yes,' quod Love, 'the devil doth many good dedes, but
goodly he leveth be-hynde; for †ever badly and in disceyvable
wyse he worketh; wherfore the contrary of th'ende him foloweth.
And do he never so many good dedes, bicause goodly is away,
10
his goodnes is nat rekened. Lo! than, tho[ugh] a man do good,
but he do goodly, th'ende in goodnesse wol nat folowe; and thus
in good service both good dede and goodly doon musten joyne
togider, and that it be doon with free choise in herte; and els
deserveth he nat the merit in goodnes: that wol I prove. For
11
if thou do any-thing good by chaunce or by happe, in what thing
art thou therof worthy to be commended? For nothing, by reson

of that, turneth in-to thy praysing ne lacking. Lo! thilke thing
doon by hap, by thy wil is nat caused; and therby shulde I
thanke or lacke deserve? And sithen that fayleth, th'ende which
11
that wel shulde rewarde, must ned[e]s faile. Clerkes sayn, no man
but willinge is blessed; a good dede that he hath doon is nat
doon of free choice willing; without whiche blissednesse may nat
folowe. Ergo, neither thanke of goodnesse ne service [is] in that
[that] is contrary of the good ende. So than, to good service
12
longeth good dede goodly don, thorow free choice in herte.'
'Truely,' quod I, 'this have I wel understande.'
'Wel,' quod she, 'every thing thus doon sufficiently by lawe,
that is cleped justice, [may] after-reward clayme. For lawe and
justice was ordayned in this wyse, suche desertes in goodnesse,
12
after quantitè in doinge, by mede to rewarde; and of necessitè of
suche justice, that is to say, rightwysenesse, was free choice in
deserving of wel or of yvel graunted to resonable creatures.
Every man hath free arbitrement to chose, good or yvel to
performe.'
13
'Now,' quod I tho, 'if I by my good wil deserve this Margarit-perle,
and am nat therto compelled, and have free choice to do
what me lyketh; she is than holden, as me thinketh, to rewarde
th'entent of my good wil.'
'Goddes forbode els,' quod Love; 'no wight meneth otherwyse,
13
I trowe; free wil of good herte after-mede deserveth.'
'Hath every man,' quod I, 'free choice by necessary maner of
wil in every of his doinges that him lyketh, by goddes proper
purvyaunce? I wolde see that wel declared to my leude
understanding;
for "necessary" and "necessitè" ben wordes of mokel

14
entencion, closing (as to saye) so mote it be nedes, and otherwyse
may it nat betyde.'
'This shalt thou lerne,' quod she, 'so thou take hede in my
speche. If it were nat in mannes owne libertè of free wil to do
good or bad, but to the one teyed by bonde of goddes
preordinaunce,
14
than, do he never so wel, it were by nedeful compulcion
of thilk bonde, and nat by free choice, wherby nothing he
desyreth: and do he never so yvel, it were nat man for to wyte,
but onlich to him that suche thing ordayned him to done.
Wherfore he ne ought for bad[de] be punisshed, ne for no good
15
dede be rewarded; but of necessitè of rightwisnesse was therfore
free choice of arbitrement put in mans proper disposicion. Truely,
if it were otherwyse, it contraried goddes charitè, that badnesse
and goodnesse rewardeth after desert of payne or of mede.'
'Me thinketh this wonder,' quod I; 'for god by necessitè
15
forwot al thinges coming, and so mote it nedes be; and thilke
thinges that ben don †by our free choice comen nothing of
necessitè
but only †by wil. How may this stonde †togider? And so
me thinketh truely, that free choice fully repugneth goddes
forweting. Trewly, lady, me semeth, they mowe nat stande
16
†togider.'
Ch. II. 1. Nowe. 4. blynde. 5. howe. 7. Yea. the. swym. 9. constitutions.
ayenwarde.
17. gyltie. 18. gyltie. merite. 19. Pauly (for Paulyn; first time). 21.
toforne. chefe. 25. amonge. 25-8. reason. 26. great. 30. disease.
rewarde. 31. apartly (for apertly). 34. onehed. 37. I supply that. 38.

constitution. 39. profite. stretch. 42. Se. howe may. 45. the. 46. profite.
47. Howe. 48. nowe. 50. perfection.
51. leful. 52. hert. se. 55. ware. 57. thre. 58. I supply it. electyon. 59.
hert. 62. reason. maye. 68. recth (for retch); read recche. 69. cease. 73.
parte. I supply that. 73-5. foule. 77. harme. 79. done. 81. one. 82.
reason. 85. greatest.
90. I supply and. 92. bad. negatyfe (first time). 94. I supply not. 99.
done. 101. dothe. 102. even; read ever. 105. tho. 107-8. done (twice).
108. hert. 109. merite. 111. reason. 113. done. shulde I; put for shuldest
thou. 115. neds (sic). 116-7. done (twice). 118. I supply is and that. 120.
thorowe fre. hert. 122. done. 123. I supply may. rewarde claym.
130. Nowe. 134. meaneth. 135. hert. 136. fre. 138. se. 140. entention.
142. lern. 143-6. fre (twice). 148. onelych. 149. bad. 151. fre. 151.
disposition. 153. payn. 155. forwote. 156. be; for by. fre. 157. onely be;
for by. Howe. 157-60. togyther; read togider. 158. fre.

CHAPTER III.
Than gan Love nighe me nere, and with a noble countenance
of visage and limmes, dressed her nigh my
sitting-place.
'Take forth,' quod she, 'thy pen, and redily wryte these
wordes. For if god wol, I shal hem so enforme to thee, that thy
leudnesse which I have understande in that mater shal openly be
clered, and thy sight in ful loking therin amended. First, if thou
thinke that goddes prescience repugne libertè of arbitrement, it is
impossible that they shulde accorde in onheed of sothe to
1
understonding.'
'Ye,' quod I, 'forsothe; so I it conceyve.'
'Wel,' quod she, 'if thilke impossible were away, the repugnaunce
that semeth to be therin were utterly removed.'
'Shewe me the absence of that impossibilitè,' quod I.
1
'So,' quod she, 'I shal. Now I suppose that they mowe
stande togider: prescience of god, whom foloweth necessitè of
thinges comming, and libertè of arbitrement, thorow whiche thou
belevest many thinges to be without necessitè.'
'Bothe these proporcions be sothe,' quod I, 'and wel mowe
2
stande togider; wherfore this case as possible I admit.'
'Truely,' quod she, 'and this case is impossible.'
'How so?' quod I.
'For herof,' quod she, 'foloweth and wexeth another
impossible.'

2
'Prove me that,' quod I.
'That I shal,' quod she; 'for somthing is comming without
necessitè, and god wot that toforn; for al thing comming he
before wot, and that he beforn wot of necessitè is comming, as
he beforn wot be the case by necessary maner; or els, thorow
3
necessitè, is somthing to be without necessitè; and wheder, to
every wight that hath good understanding, is seen these thinges
to be repugnaunt: prescience of god, whiche that foloweth
necessitè,
and libertè of arbitrement, fro whiche is removed necessitè?
For truely, it is necessary that god have forweting of thing
withouten
3
any necessitè cominge.'
'Ye,' quod I; 'but yet remeve ye nat away fro myne understanding
the necessitè folowing goddes be foreweting, as thus. God
beforn wot me in service of love to be bounden to this Margarite-
perle,
and therfore by necessitè thus to love am I bounde; and
4
if I had nat loved, thorow necessitè had I ben kept from al
love-dedes.'
'Certes,' quod Love, 'bicause this mater is good and necessary
to declare, I thinke here-in wel to abyde, and not lightly to passe.
Thou shalt not (quod she) say al-only, "god beforn wot me to be
4
a lover or no lover," but thus: "god beforn wot me to be a lover
without necessitè." And so foloweth, whether thou love or not love,
every of hem is and shal be. But now thou seest the impossibilitè
of the case, and the possibilitè of thilke that thou wendest
had been impossible; wherfore the repugnaunce is adnulled.'
5

'Ye,' quod I; 'and yet do ye not awaye the strength of necessitè,
whan it is said, th[r]ough necessitè it is me in love to
abyde, or not to love without necessitè for god beforn wot it.
This maner of necessitè forsothe semeth to some men in-to
coaccion,
that is to sayne, constrayning, or else prohibicion, that is,
5
defendinge; wherfore necessitè is me to love of wil. I understande
me to be constrayned by some privy strength to the wil
of lovinge; and if [I] no[t] love, to be defended from the wil of
lovinge: and so thorow necessitè me semeth to love, for I love;
or els not to love, if I not love; wherthrough neither thank ne
6
maugrè in tho thinges may I deserve.'
'Now,' quod she, 'thou shalt wel understande, that often we
sayn thing thorow necessitè to be, that by no strength to be
neither is coarted ne constrayned; and through necessitè not
to be, that with no defendinge is removed. For we sayn it is
6
thorow necessitè god to be immortal, nought deedliche; and it
is necessitè, god to be rightful; but not that any strength of
violent maner constrayneth him to be immortal, or defendeth him
to be unrightful; for nothing may make him dedly or unrightful.
Right so, if I say, thorow necessitè is thee to be a lover or els
7
noon; only thorow wil, as god beforn wete. It is nat to understonde
that any thing defendeth or forbit thee thy wil, whiche shal
nat be; or els constrayneth it to be, whiche shal be. That same
thing, forsoth, god before wot, whiche he beforn seeth. Any
thing commende of only wil, that wil neyther is constrayned
7
ne defended thorow any other thing. And so thorow libertè of
arbitrement it is do, that is don of wil. And trewly, my good
child, if these thinges be wel understonde, I wene that non
inconvenient shalt thou fynde betwene goddes forweting and
libertè of arbitrement; wherfore I wot wel they may stande
8

togider. Also farthermore, who that understanding of prescience
properlich considreth, thorow the same wyse that any-thing be
afore wist is said, for to be comming it is pronounced; there is
nothing toforn wist but thing comming; foreweting is but of
trouth[e]; dout[e] may nat be wist; wherfore, whan I sey that god
8
toforn wot any-thing, thorow necessitè is thilke thing to be
comming;
al is oon if I sey, it shal be. But this necessitè neither
constrayneth ne defendeth any-thing to be or nat to be. Therfore
sothly,
if love is put to be, it is said of necessitè to be; or els, for it
is put nat to be, it is affirmed nat to be of necessitè; nat for that
9
necessitè constrayneth or defendeth love to be or nat to be. For
whan I say, if love shal be, of necessitè it shal be, here foloweth
necessitè the thing toforn put; it is as moch to say as if it were thus
pronounced—"that thing shal be." Noon other thing signifyeth
this necessitè but only thus: that shal be, may nat togider be
9
and nat be. Evenlich also it is soth, love was, and is, and shal
be, nat of necessitè; and nede is to have be al that was; and
nedeful is to be al that is; and comming, to al that shal be.
And it is nat the same to saye, love to be passed, and love
passed to be passed; or love present to be present, and love to
10
be present; or els love to be comminge, and love comminge to be
comming. Dyversitè in setting of wordes maketh dyversitè in
understandinge; altho[ugh] in the same sentence they accorden
of significacion; right as it is nat al oon, love swete to be swete,
and love to be swete. For moch love is bitter and sorouful, er
10
hertes ben esed; and yet it glad[d]eth thilke sorouful herte on
suche love to thinke.'
'Forsothe,' quod I, 'outherwhile I have had mokel blisse in
herte of love that stoundmele hath me sorily anoyed. And
certes, lady, for I see my-self thus knit with this Margarite-perle

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