Ebook PDF Communication For Business and The Professions Strategies and Skills 6th PDF
Ebook PDF Communication For Business and The Professions Strategies and Skills 6th PDF
Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 2016—9781486019533—Dwyer/Communication for Business and the Professions 6e
viii CONTENTS
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CONTENTS ix
Factors affecting group or team performance 224 Activities and questions 266
Group structure and size 224 Exploring the Web 266
Leadership behaviour 224 Building your skills 267
Member capability 227
Bibliography 267
Cohesiveness and climate 227
Work group moods 228
Leveraging diversity 229 CHAPTER 11 CUSTOMER SERVICE 268
Teamwork and communication 229 Customer experience 269
Teamwork 229 A customer-centred approach 269
Communication practices 231 Building customer satisfaction 270
Empowerment 231 Touch points 271
Participation techniques 232 The ‘voice of the customer’ 272
Case study 234 Customer experience management 275
Summary of learning objectives 235 Optimising the customer experience 275
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x CONTENTS
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CONTENTS xi
Matching the graphic to the message and the audience 397 Key terms 446
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CONTENTS xiii
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xiv CONTENTS
Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 2016—9781486019533—Dwyer/Communication for Business and the Professions 6e
PREFACE
This sixth edition, entitled Communication for Business and the Professions: Strategies and Skills, continues to
provide comprehensive coverage of communication strategies and skills by linking theory and research
with practical skills and examples. The book has a plain-English writing style supported by an accessible
design, which provides a clear how-to guide to help students understand communication principles and
apply them in their interpersonal and professional interactions. Both individuals and organisations depend
on a strong, well-nurtured and unifying communication system.
The goal of this book is to provide a global communication tool that both expands our knowledge of what
we can do to interact effectively and provides us with working models to practise and refine how well we
do it. Opportunities in today’s global world can be lost and won in micro-seconds in cyberspace, or in the
way we interact with our colleagues. Practitioners who nurture a strong and efficient communication sys-
tem as the foundation for their work realise that communication experiences are cumulative—the helix
principle—with past and present experiences influencing the future in ever-widening circles. Communica-
tion competence harnesses opportunities and expands professional business and career opportunities. For
example, the manager who wants to introduce a new financial proposal must carry with him or her the
knowledge of an effective communication model that will win the support and collaboration of immediate
peers, managers and experts, then win new clients and achieve success in the marketplace.
The graduate who wants a challenging and rewarding career has the technical competence to fulfil the job
functions, the personal competence to manage self and the social competence to manage relationships.
Selection criteria for recruiting graduates in Australia include: cultural alignment; values fit; activities,
including both intra- and extracurricular; emotional intelligence (including self-awareness, strength of
character, confidence, motivation); critical reasoning and analytical skills (problem solving, lateral think-
ing, technical skills, teamwork skills); passion, knowledge of industry, drive, commitment, attitude; leader-
ship skills; work experience; academic qualifications; and interpersonal and communication skills, both
written and oral.
ACKNOWLEDGEMENTS
Communication for Business and the Professions: Strategies and Skills helps so many readers because it is the
product of the collaborative will and high standards set by so many academics and practitioners.
I extend my thanks to Nicole Hopwood for the chapters and advice she has contributed throughout the
planning and writing of this edition. Her work has been invaluable in bringing to life the many aspects of
communicating visually.
The publisher and I wish to thank the following reviewers: Liz Bracken, Charles Sturt University; Phillip
Cenere, Notre Dame University; Robert Gill, Swinburne University; Kohyar Kiazad, Monash University;
Rob Lawrence, Victoria University; Krista Mathis, Bond Unversity; Susan McKinnon, University of Southern
Queensland; and Kimberly Ferlauto, University of Western Sydney. I am grateful to these reviewers and to
other experts who have contributed their expertise in shaping the sixth edition of this book. My sincere
thanks also go to the academics and professionals who shared their expertise in developing the range of
quality supplementary materials for this book.
Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 2016—9781486019533—Dwyer/Communication for Business and the Professions 6e
xvi PREFACE
I also extend my sincere thanks to the many outstanding professionals at Pearson Australia, including
Catherine du Peloux Menagé (Development Editor) for her support and encouragement, Elise Carney
(Senior Portfolio Manager), Kathryn Munro (Project Manager), Emma Gaulton (Copyright and Pictures
Editor), Robyn Flemming (Editor/Proofreader), and the marketing and sales team.
Most importantly, I wish to thank my husband, John Burns, for helping me to stay focused and for his
constant support, interest and enthusiasm throughout each edition of the book. His encouraging and con-
structive feedback helped bring this edition to completion.
Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 2016—9781486019533—Dwyer/Communication for Business and the Professions 6e
PREFACE xvii
personal competence, or managing self (self-awareness, self-regulation and self-motivation); and social
competence, or managing relationships (social awareness and social skills).
Chapter 5, Negotiation and conflict management, covers the principles and processes of negotiation,
including interest-based negotiation; brings concepts of negotiation and conflict management together
in an examination of the causes of conflict; and presents constructive responses to conflict. Mediation is
presented as the response to an intractable conflict.
Chapter 6, Intercultural communication, discusses the importance of culture. It identifies cultural com-
ponents, outlines barriers to intercultural communication, discusses comparative value dimensions on
which cultures differ, and outlines a culture-general approach to communication competence.
Part 2, Leadership and communication, highlights the dynamics of interpersonal communica-
tion and relationships in organisational communication, leadership, teamwork and group communica-
tion, effective meetings, customer satisfaction and public relations.
Chapter 7, Communication across the organisation, covers the interaction of organisational culture,
structure and communication channels. It identifies different types of organisational structures and
their impact on communication flows. Formal and informal structures are differentiated, and the role of
small group communication networks is outlined. Techniques to improve organisational communication
are presented.
Chapter 8, Leadership, covers the principles and processes of leadership, and distinguishes the features
of the leadership trait, leadership styles, transactional leadership, transformational leadership and
authentic leadership approaches to leadership. Leadership communication practices of coaching, men-
toring and networking are also outlined.
Chapter 9, Team and work group communication, traces the stages of development of groups or teams;
identifies roles within a group or team; presents strategies to improve the performance of project, self-
managed, cross-functional and virtual teams; and outlines factors underpinning teamwork and team
communication.
Chapter 10, Effective meetings: Face-to-face and virtual, gives readers opportunities to build on skills
to communicate effectively in face-to-face and virtual meetings. The roles of the chair and participants in
face-to-face and electronic meetings are clearly defined, and procedures and performance tips are given
for videoconferencing, webconferencing, teleconferencing and podcasts.
Chapter 11, Customer service, introduces the features of a valued customer experience, the voice of
the customer and the necessity to manage the customer experience. Lifetime customer value and the
importance of communication skills in creating and maintaining positive customer experience are also
discussed. A new section on customer complaints identifies types of customer complaints, describes the
characteristics of an effective complaints-handling process, and explains the benefits of the process for
the complainant and the organisation.
Chapter 12, Public relations, presents public relations models and discusses public relations objectives,
media relations and strategies for managing public relations issues.
Part 3, Researching, evaluating and presenting information, outlines knowledge man-
agement and decision making, researching and processing information, conducting surveys and ques-
tionnaires, critical thinking, argument, logic and persuasion, communicating through visuals, oral
presentations and public speaking. It gives readers opportunities to build on research and critical think-
ing skills.
Chapter 13, Knowledge management, discusses the role of knowledge workers and presents knowledge-
management principles and key concepts, as well as decision-making and problem-solving strategies.
Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 2016—9781486019533—Dwyer/Communication for Business and the Professions 6e
xviii PREFACE
Chapter 14, Researching and processing information, outlines the research process. It discusses
academic honesty, ethics and etiquette; how to find information on search engines, web directories and
databases; and how to document sources and prepare a bibliography and list of references.
Chapter 15, Conducting surveys and questionnaires, identifies the steps for conducting a success-
ful survey. It discusses the impact of the questionnaire format, the type of question and the wording;
explains the reasons for pre-testing; and outlines issues to confront when collecting, analysing, evaluat-
ing and reporting information and findings.
Chapter 16, Critical thinking, argument, logic and persuasion, introduces the concepts of critical
thinking, argument, logic and fallacies (false argument); and explains the importance of quality, objec-
tive evidence, the purpose of persuasion, and the characteristics of a persuasive argument.
Chapter 17, Communicating through visuals, explains the importance of visual design principles and
design consistency; selecting the appropriate graphic for presenting information, concepts and ideas to
illustrate the message; constructing, interpreting and presenting numerical information in the appropri-
ate graphical form; and creating meaningful graphics within ethical boundaries.
Chapter 18, Oral presentations and public speaking, covers different types of presentations. It outlines
how to plan, prepare and deliver a presentation, and presents strategies to manage challenging audience
members.
Part 4, The writing process, helps readers to develop a strategy to plan and write effectively and
efficiently.
Chapter 19, Writing for the professions, presents principles of effective writing and discusses the advan-
tages gained from composing equitable, efficient and effective documents, integrating the elements of a
plain-English writing style, and editing according to the principles of plain English.
Chapter 20, Writing correspondence, emails and short reports, introduces practical strategies to
prepare different types of business letters, memos, email messages and short reports efficiently and
effectively.
Chapter 21, Writing long reports, discusses the long report format and explains how to prepare the front
matter, body or text, and end matter; provides a new example of a long formal report; and emphasises the
importance of editing long reports.
Chapter 22, Writing for the Web, identifies typical functions of organisational websites; describes how a
mosaic form of page design enhances communication; and discusses ways to structure, write and present
scannable content. Guidelines for successful blogging and the importance of website credibility are also
discussed.
Chapter 23, Writing reflective journals, covers the role of a reflective journal in experiential learning.
It outlines the main features of reflective writing and identifies questions to address to enable reflection,
evaluation and restructuring of experience to gain insight, formulate new understanding, learn from
experience and plan future action.
Chapter 24, Academic writing, discusses the purpose of each part of an academic document, the
characteristics of an effective argument, four common essay genres, and the process of developing and
writing thoughtful, coherent academic essays.
Part 5, Employment communication, focuses on preparing a professional résumé and perform-
ing well in an employment interview.
Chapter 25, The job search, résumés and interviews, covers strategies to search for the best position
using traditional, online and social media channels; résumé-writing principles; features of traditional
and electronic résumés; the application letter; how to communicate in an employment interview; and
how to avoid potential problems.
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PREFACE xix
EDUCATOR RESOURCES
A suite of resources are provided to assist with delivery of the text, as well as to support teaching and learning.
■ Solutions Manual: Provides educators with detailed, accuracy-verified solutions to in-chapter and
end-of-chapter questions in the book.
■ Test Bank: Provides a wealth of accuracy-verified testing material. Updated for the new edition, each
chapter offers a wide variety of true/false, short answer and multiple-choice questions, arranged by
learning objective and tagged by AACSB standards.
■ Digital Image PowerPoint® Slides: All the diagrams and tables from the text are available for
lecturer use.
These Educator Resources can be accessed at <www.pearson.com.au/9781486019533>.
Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 2016—9781486019533—Dwyer/Communication for Business and the Professions 6e
VISUAL PREFACE
C h a p te r
1
communication
foundations CHAPTER OPENERS
learning objeCtives
1.2
identify the forms and types of communication, and
describe the communication process
differentiate between communication theories
concepts.
1.3 explain the impact of globalisation and an increasingly
diverse workforce, the explosion of Web 2.0 collaborative
technologies, managing knowledge and change, and
IN REAL LIFE
flattened management hierarchies on workplace
communication
1.4 discuss the principles of ethical communication.
in real life
Source: Excerpt from Enterprise Rent A-Car, ‘Communication strategies to engage a variety of stakeholders’, Business Case Studies,
http://businesscasestudies.co.uk/enterprise-rent-a-car/communication-strategies-to-engage-a-variety-of-stakeholders/introduction.
html#axzz3HU329wB3, viewed 29 January 2015. ©1995–2014 Business Case Studies LLP.
As you build your communication skills you will be able to complete these functions and tasks effectively
and build expertise in higher-level tasks that develop management and leadership skills, such as evaluating
performance, building teamwork, and coaching, and mentoring, facilitating and motivating others.
forms of communication
Communication involves exchange of representations of meaning. By decoding the representation the person
receiving the message is able to construct a mental representation that matches, at least in some respects,
the mental representation of the person sending the message. Rapoport (1950, p. 42) argues: ‘Experience
cannot be transmitted as experience—it must first be translated into something else. It is this something else
which is transmitted. When it is received it is translated back into something that resembles experience.’
Communication is an ongoing process by which people represent their feelings, ideas, values and perceptions
with symbols. These symbols are in the form of verbal communication (either spoken or written), nonverbal
communication and graphic communication.
Verbal communication is Verbal communication can be in the form of spoken words between two or more people or written
KEY TERMS
communication between words in written communication. Nonverbal communication is communication sent by any means other
two or more people in the than words or graphics. Nonverbal components exist in oral, written and graphic communication or, inde-
form of spoken or written
pendently of words, in face-to-face contact. Graphic communication represents ideas, relationships or
words.
connections visually with shapes, diagrams and lines. Graphic communication can have both verbal and
nonverbal communication nonverbal components; see, for example, some of the ‘No Smoking’ signs displayed in public places. Commu-
are printed in bold the first time they appear, with accompanying
is communication sent nication in the 21st century sends messages through a number of different channels.
by any means other than
words or graphics.
types of communication
Graphic communication
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VISUAL PREFACE xxi
REVIEW QUESTIONS
CHAPTER 10 EffECTivE mEETings: fACE-To-fACE And viRTuAl 263
2 Work individually.
the technical skills and the human relations skills to be an effective task and maintenance group leader.’ exercises provide short, practical activities that reinforce the
a Use the following terms to conduct a keyword search online: ‘Chair a meeting’, ‘Create an agenda’, ‘Communicate effectively
in a meeting’, ‘Facilitate consensus’, ‘Congratulate one another on successes’, ‘Conduct a productive meeting’.
b Analyse the information from the websites you visited and prepare an article (200–250 words) for the staff newsletter
theoretical content. They are spread throughout the chapter at
entitled ‘Achieving outcomes from our meetings’.
3 assume you have been allocated the role of ‘organiser’ for your company’s next videoconference.
a Briefly explain the tasks you will need to complete before the conference and during the conference.
strategic study points.
b What are the advantages and disadvantages of videoconferencing?
4 next time you attend a videoconference, use the self-evaluation checklist below to evaluate the effectiveness of the
meeting. in column four, suggest strategies to improve any activity you marked as ‘no’.
S e l f - e VA l u At i o N C h e C k l i S t
VIDEOCONFERENCING
Did the videoconference facilities and organisation: Yes No Strategies
SELF-EVALUATION CHECKLISTS
provide a tool to help students evaluate and reflect on their
■ allow participants at each of the different locations to have equal access and opportunity to participate?
■ enable participants to see each other on the screen clearly?
■ enable the television to show a small ‘picture in picture’ of what was happening in your own location so that you
could see how you appeared to the other participants and ensure you avoided moving out of sight of the camera?
■
■
provide participants at each location with a remote control so they could control the camera, picture quality and volume?
discourage those participants who like to play with the remote, making pointless fine adjustments that are
irritating to others?
communication skills.
■ allow people to zoom in on the person speaking?
■ allow participants at round-table discussions to zoom the camera out so that all participants are on camera at once?
■ use voice recognition technology that detects which participant is talking and projects them on to the big screen?
■ enable participants to work from formal agendas and take minutes?
holiday Central
CASE STUDY
C aS E S t U D Y
Holiday Central is a large travel agency group with more than 250 leisure, corporate and wholesale businesses
across australia, New Zealand and the asia pacific region. Group managing director paul Irving reports that
it is all the little things employees and consultants do to communicate as they organise flights, holidays,
hotels, car hire, cruises, travel insurance, coach tours, visas and other services for their customers that are
so important. the purpose of communication is to get Holiday Central’s message across to clients and other
addresses critical thinking skills around a real-life business case
stakeholders clearly and unambiguously.
With every new encounter, we are evaluated and yet another person’s impression of related to the chapter topic.
holiday central is formed. the first impression of a person’s first encounter sets the tone
for all the relationships that follow. face-to-face welcomes and farewells, telephone calls,
how information is provided, how questions are responded to and problems solved are an
important part of relationship building. a key part of our relationship building is knowledge of
our audiences’ needs, their interests and their preferred channels of communication.
Questions
1. Communication is only successful when both the sender and the receiver understand the same information
as a result of the communication. Explain how knowledge of the main elements in the communication process
facilitates connection and understanding between the sender and the receiver.
2. Discuss the implications of poor communication for:
1.1 Identify the forms and types of communication, The four types of communication are intrapersonal,
and describe the communication process interpersonal, public and mass communication. People
communicate a message using a variety of techniques
Successful communication transmits ideas, values and
such as voice, text, action and graphic representation.
attitudes to others through three different forms of
The seven elements in the communication process are
communication: verbal, nonverbal and graphic. Meaning
is given to the message as the receiver perceives it—that sender, receiver, message, channel, feedback, context,
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and noise or interference. ...
Communication on any channel has a number of The advantages of social media include enhanced
components: message, sender, receiver, channel, connectivity, communication, teamwork, cooperation
feedback, noise or interference. Communication via and collaboration across all levels of an organisation.
social media channels occurs for a variety of purposes Social media allows users to request introductions,
with a variety of audiences. The communication styles, endorse a colleague’s skills and find contacts on profes-
language, type of visuals and interactions establish and sional networking sites. Social media also enables
reflect the culture, type of content, interactions and marketing of products and services, targeting of
engagement on a specific site. advertising at specific demographic groups, and two-way
The specific purpose of the 6C model of social communication and customer engagement with an
media engagement is to engage consumers. The model organisation.
distinguishes six interrelated components—company, The disadvantages include unethical conduct such
content, control, community, customers and conver- as posting of inappropriate material that could reflect
sations. The model accentuates two-way symmetrical badly on one’s professional life or business, flaming
communication and engagement to meet the needs and derogatory comments, and reputational risk and
of the audience, as well as enabling the audience to damage from negative and inappropriate content. Other
co-create and share the organisation’s content among problems include security, privacy, identity management
friends and others in the online community. and theft, receipt of spam, virus hacking, phishing, and
defacing of profiles. Disclosure of personal information
and commercial selling of personal data, cyber bullying,
2.3 Identify the purpose of social media strategy and insulting comments, text messages and photos, and
discuss areas to consider when constructing a stalking cause problems for individuals and organisa-
social media framework tions. Individuals may encounter Internet addiction,
health problems and stress. Organisations may
Strategic implementation of social media allows experience abuse of data intellectual property, brand
an organisation to build an online identity, brand and trade marks.
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key termS
KEY TERMS
are listed at the end of each chapter for reference purposes.
equipotentiality 33 social media 25 social network service (SNS) 25
homophily 30 social media framework 33 webcast 25
phatic communication 30 social media strategy 33 webinar 25
teams or tutorials.
f Develop a group presentation of your findings. ■ comparing the advantages and disadvantages for
2 Research an organisation of your choice. ABC Catering of social media.
a What social media channels does the organisation use? ■ outlining the reasons for ABC Catering to take
b Does the organisation: responsibility for maintaining the integrity of
■ communicate its identity clearly on social media? its content and interactions with its virtual
Provide reasons for your answer. community.
■ Identify the building blocks of the honeycomb ■ Draw conclusions about the value of communica-
(Kietzmann et al. 2011) utilised by this forum. tion and engagement through this forum.
■ Describe the target audience of this forum.
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Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 2016—9781486019533—Dwyer/Communication for Business and the Professions 6e
PART
1
THE
COMMUNICATION
FACTOR
CHAPTER 1
Communication Foundations
CHAPTER 2
Social Media
CHAPTER 3
Interpersonal Communication
CHAPTER 4
CHAPTER 5
CHAPTER 6
Intercultural Communication
Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 2016—9781486019533—Dwyer/Communication for Business and the Professions 6e
C H A P TE R
1
COMMUNICATION
FOUNDATIONS
LEARNING OBJECTIVES
IN REAL LIFE
Source: Excerpt from Enterprise Rent A-Car, ‘Communication strategies to engage a variety of stakeholders’, Business Case Studies,
http://businesscasestudies.co.uk/enterprise-rent-a-car/communication-strategies-to-engage-a-variety-of-stakeholders/introduction.
html#axzz3HU329wB3, viewed 29 January 2015. ©1995–2014 Business Case Studies LLP.
Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 2016—9781486019533—Dwyer/Communication for Business and the Professions 6e
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Bull and the Cockpit probably whistled the tune as they wended their
way homeward to crab-apple ale and spiced gingerbread.
Next to the Champions of Christendom, the King’s Knight Champion
of England is perhaps the most important personage—in the point of
view of chivalry. I think it is some French author who has said, that
revolutions resemble the game of chess, where the pawns or pieces
(les pions) may cause the ruin of the king, save him, or take his
place. Now the champ pion, as this French remark reminds me, is
nothing more than the field pion, pawn, or piece, put forward to fight
in the king’s quarrel.
The family of the Champion of England bears, it may be observed,
exactly the name which suits a calling so derived. The appellation
“Dymoke” is derived from De Umbrosâ Quercu; I should rather say it
is the translation of it; and Harry De Umbrosâ Quercu is only Harry of
the Shady or Dim Oak, a very apt dwelling-place and name for one
whose chief profession was that of field-pawn to the king.
This derivation or adaptation of names from original Latin surnames
is common enough, and some amusing pages might be written on
the matter, in addition to what has been so cleverly put together by
Mr. Mark Anthony Lower, in his volume devoted especially to an
elucidation of English surnames.
The royal champions came in with the Conquest. The Norman dukes
had theirs in the family of Marmion—ancestors of that Marmion of Sir
Walter Scott’s, who commits forgery, like a common knave of more
degenerate times. The Conqueror conferred sundry broad lands in
England on his champions; among others, the lands adjacent to, as
well as the castle of Tamworth. Near this place was the first nunnery
established in this country. The occupants were the nuns of St.
Edith, at Polesworth. Robert de Marmion used the ladies very
“cavalierly,” ejected them from their house, and deprived them of
their property. But such victims had a wonderfully clever way of
recovering their own.
My readers may possibly remember how a certain Eastern potentate
injured the church, disgusted the Christians generally, and irritated
especially that Simeon Stylites who sat on the summit of a pillar,
night and day, and never moved from his abiding-place. The offender
had a vision, in which he not only saw the indignant Simeon, but was
cudgelled almost into pulp by the simulacre of that saint. I very much
doubt if Simeon himself was in his airy dwelling-place at that
particular hour of the night. I was reminded of this by what happened
to the duke’s champion, Robert de Marmion. He was roused from a
deep sleep by the vision of a stout lady, who announced herself as
the wronged St. Edith, and who proceeded to show her opinion of De
Marmion’s conduct toward her nuns, by pommelling his ribs with her
crosier, until she had covered his side with bruises, and himself with
repentance. What strong-armed young monk played St. Edith that
night, it is impossible to say; but that he enacted the part
successfully, is seen from the fact that Robert brought back the
ladies to Polesworth, and made ample restitution of all of which they
had been deprived. The nuns, in return, engaged with alacrity to inter
all defunct Marmions within the chapter-house of their abbey, for
nothing.
With the manor of Tamworth in Warwickshire, Marmion held that of
Scrivelsby in Lincolnshire. The latter was held of the King by grand
sergeantry, “to perform the office of champion at the King’s
coronation.” At his death he was succeeded by a son of the same
Christian name, who served the monks of Chester precisely as his
sire had treated the nuns at Polesworth. This second Robert fortified
his ill-acquired prize—the priory; but happening to fall into one of the
newly-made ditches, when inspecting the fortifications, a soldier of
the Earl of Chester killed him, without difficulty, as he lay with broken
hip and thigh, at the bottom of the fosse. The next successor, a third
Robert, was something of a judge, with a dash of the warrior, too,
and he divided his estates between two sons, both Roberts, by
different mothers. The eldest son and chief possessor, after a
bustling and emphatically “battling” life, was succeeded by his son
Philip, who fell into some trouble in the reign of Henry III. for
presuming to act as a judge or justice of the peace, without being
duly commissioned. This Philip was, nevertheless, one of the most
faithful servants to a king who found so many faithless; and if honors
were heaped upon him in consequence, he fairly merited them all.
He was happy, too, in marriage, for he espoused a lady sole heiress
to a large estate, and who brought him four daughters, co-heiresses
to the paternal and maternal lands of the Marmions and the Kilpecs.
This, however, is wandering. Let us once more return to orderly
illustration. In St. George I have shown how pure romance deals with
a hero. In the next chapter I will endeavor to show in what spirit the
lives and actions of real English heroes have been treated by native
historians. In so doing, I will recount the story of Sir Guy of Warwick,
after their fashion, with original illustrations and “modern instances.”
SIR GUY OF WARWICK,
AND WHAT BEFELL HIM.
“His desires
Are higher than his state, and his deserts
Not much short of the most he can desire.”
Chapman’s Byron’s Conspiracy.
At eight years old, I was about to remark, young Guy was the most
insufferable puppy of his district. He won all the prizes for athletic
sports; and by the time he was sixteen there was not a man in all
England who dared accept his challenge to wrestle with both arms,
against him using only one.
It was at this time that he kept his father’s books and a leash of
hounds, with the latter of which he performed such extraordinary
feats, that the Earl of Warwick invited him from the steward’s room to
his own table; where Guy’s father changed his plate, and Master
Guy twitched him by the beard as he did it.
At the head of the earl’s table sat his daughter “Phillis the Fair,” a
lady who, like her namesake in the song, was “sometimes forward,
sometimes coy,” and altogether so sweetly smiling and so beguiling,
that when the earl asked Guy if he would not come and hunt (the
dinner was at 10 a. m.), Guy answered, as the Frenchman did who
could not bear the sport, with a Merci, j’ai été! and affecting an iliac
seizure, hinted at the necessity of staying at home.
The youth forthwith was carried to bed. Phillis sent him a posset, the
earl sent him his own physician; and this learned gentleman, after
much perplexity veiled beneath the most affable and confident
humbug, wrote a prescription which, if it could do the patient no good
would do him no harm. He was a most skilful man, and his patients
almost invariably recovered under this treatment. He occasionally
sacrificed one or two when a consultation was held, and he was
called upon to prescribe secundum artem; but he compensated for
this professional slaying by, in other cases, leaving matters to
Nature, who was the active partner in his firm, and of whose success
he was not in the least degree jealous. So, when he had written the
prescription, Master Guy fell a discoursing of the passion of love,
and that with a completeness and a variety of illustration as though
he were the author of the chapter on that subject in Burton’s
“Anatomy of Melancholy.” The doctor heard him to the end, gently
rubbing one side of his nose the while with the index-finger of his
right hand; and when his patient had concluded, the medical
gentleman smiled, hummed “Phillis is my only joy,” and left the room
with his head nodding like a Chinese Mandarin’s.
By this time the four o’clock sun was making green and gold pillars
of the trees in the neighboring wood, and Guy got up, looked at the
falling leaves, and thought of the autumn of his hopes. He whistled
“Down, derry, down,” with a marked emphasis on the down; but
suddenly his hopes again sprang up, as he beheld Phillis among her
flower-beds, engaged in the healthful occupation which a sublime
poet has given to the heroine whom he names, and whose action he
describes, when he tells us that